Aparthoteltirol Education

Educational institutions exist to open minds and challenge established doctrine, but at the same time, the manpower that occupies these institutions is extremely resistant to change. Higher education can be described as largely bureaucratic and bureaucracies, by definition, resist change. I recall an incidence during my university life when my old professor hated something called a computer and a projector used in teaching. Whenever I told him that my research analysis was based on computer packages he retorted negatively “ you are bound to fail research, please use the formulas I gave you in class”. Such an expression and reaction depicts an “old fashioned academic” who is not ready to accept recent global changes in the area of academics in universities. Many other students, in recent times, face the same wrath of such unsighted professors. Because of the wide resistance to change in most education institutions, technological innovation has often been implemented as an isolated, top-down initiative of university managers for efficiency purposes. In this scenario, the wider systems within tertiary education are often not considered and neither affected by the innovation.

Technological innovations have also experienced difficulty-taking precedence in top offices in university educatio. Higher education, similar to other sectors of society, has often responded to new ICT applications on the basis of efficiencies rather than the use of more strategic considerations. Some staff have resisted IT advocating remaining in use of the old systems of processing student papers. They type writer and old record keeping methods are still in use creating managerial inefficiencies in the “transcript office” and at the departmental examinations office. This traditional criterion of record management tends to stifle operational effectiveness. Most changes in education in the twentieth and twenty first centuries had been first order changes, which aimed at improving efficiency and effectiveness of current practices. One of such first order changes is the introduction of the Internet and the computer in management work and teaching methodology. Therefore, attempts to oppose such lucrative developments in any global institution are a path in the wrong direction because technology is here to stay.

To ensure ownership of sound educational quality in ICT and e-Learning, it is important that educators and educational policy drive and direct technological transformation of higher education. Therefore, the structures supporting technology-based education have to ensure an educational focus and pre-eminence of educational principles and policy grounded on administrative desires and attitudinal change. The literature on non-traditional modes of delivery in higher education using state-of-the-art technologies, indicates that the extensive use of ICT in education poses previously unencountered problems in pedagogy and andragogy, which are attitudinal. In addition, these problems are primarily to do with conservativeness of those who fear technological change. Technological decisions need to be preceded by policy and educational decisions and highlighting the importance of bottom-up and more organic approaches during technological transformation in higher education in the developing world.

The twentieth century saw much technological advancement in many social spheres ranging from the discovery of the radio, the aeroplane, the atomic bomb and the apex was the going to the moon. All these technological advancements had adverse impacts on the life style of the communities around the world. However, most importantly, is the invention of the Internet and the intranet which historic achievement has greatly impacted on the academic life of many universities around the world. The period of the 1990s ushered in a new world order; the beginnings of the idea of globalisation and its immediate impacts on higher education developments. Globalisation represents the international system that is shaping most societies today including university programs. It is a process that is “super charging” the interaction and integration of cultures, politics, business and intellectual elements around the world.

This paper examines the effects of globalization in terms of technological transformations on the development of universities. The pursuit of technological transformation in higher education has become widespread in Sub-Saharan Africa with the extensive pervasiveness of global networks like the Internet and Intranet as institutions struggle to prepare students for effective participation in the emerging global knowledge economy. Technologically based education is further seen as a way to address the increase in the world demand for tertiary education. The one new university per week is required to keep pace with world population growth but the resources necessary are not available. For instance, since the time of the overwhelmingly increased student enrolments in many public universities in Uganda from the 1990s and onwards, existing resources and infrastructure have not increased commensurate to the same increase in the student capacity. Lecture theatres and libraries are flooding and infrastructure and instructional materials and staff are all constrained with the alarmingly increased student populations. Higher education must develop more cost-effective methods so that public resources can be increased and effectively utilized. A lecture theatre in a public university that sits over 300 students attending an economics class will not be effective if more public address systems are not installed to enable each and every learner benefit from the lecture.

Likewise, if a university lacks internet facility to serve its ever increasing student population then it would be quite hard to ensure quality learning and research. By using technology for teaching, universities can serve the public more cost-effectively and in particular can prepare students better for a technologically based society. In view of the growing globalisation and transnational exchanges in many fields. In these circumstances politicians, policy-makers, and citizens should make demands upon education systems to reform. Open learning and distance education are at the forefront of educational responses to the changes that are taking place locally, regionally, nationally and internationally.

Information technological transformation in universities, however, has major systemic implications and needs to be carefully managed. As soon as an organization takes the first tentative steps from data to information, its decision processes, management structure, and even the way it gets its work done begin to be transformed. Attempts to introduce any significant reform will impact on all of its sub-systems. The advent of information technology in any big university will wholly impact tremendously on the internal and external operations of that university. It implies that with information technological advancement, universities have to prepare themselves to welcome such crucial developments. It systematically relates to the fact that university management has to train or hire manpower to operate the technology; and the same universities should change the teaching approaches to cope with the demands of the new information technology.

The IDEA and its predecessor statute, the Education for All Handicapped Children Act, arose from federal case law holding the deprivation of free public education to disabled children constitutes a deprivation of due process. It has grown in scope and form since over the years. IDEA has been reauthorized and amended a number of times, most recently in December of 2004, which contained several significant amendments. Its terms are further defined by regulations of the United States Department of Education, which are found in Parts 300 and 301 of Title 34 of the Code of Federal Regulations.

In defining the purpose of special education, IDEA 2004 clarifies Congress’ intended outcome for each child with a disability: students must be provided a Free Appropriate Public Education (FAPE) that prepares them for further education, employment and independent living.

Having a disability does not automatically qualify a student for special education services under the IDEA. IDEA defines a “child with a disability” as a child . . . with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance . . ., orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; AND, who . . . [because of the condition] needs special education and related services.”[9] Children with disabilities who qualify for special education are also automatically protected by Section 504 of the Rehabilitation Act of 1973 and under the Americans with Disabilities Act (ADA). However, all modifications that can be provided under Section 504 or the ADA can be provided under the IDEA if included in the student’s IEP.

Students with disabilities who do not qualify for special education services under the IDEA may qualify for accommodations or modifications under Section 504 and under the ADA. Their rights are protected by due process procedure requirements.[citation needed

An IEP must be designed to meet the unique educational needs of that one child in the Least Restrictive Environment appropriate to the needs of that child. That is, the least restrictive environment in which the child learns. When a child qualifies for services, an IEP team is convened to design an education plan. In addition to the child’s parents, the IEP team must include at least one of the child’s regular education teachers, a special education teacher, someone who can interpret the educational implications of the child’s evaluation, such as a school psychologist, and an administrator who has knowledge of the availability of services in the district and the authority to commit those services on behalf of the child. Parents are considered to be equal members of the IEP team along with the school staff. And of course, parents have fundamental rights as parents. Based on the full educational evaluation results, this team collaborates to write an IEP for the individual child, one that will provide a free, appropriate public education. The required content of an IEP is described in Individualized Education Program. Alternatively, parents may prepare an IEP if the school’s IEP is not fair to the child.

The definition of related services in the IDEA includes, but is not limited to: transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and *mobility services, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work services in schools, and parent counseling and training.

Pursuant to IDEA, discipline of a child with a disability must take that disability into account. For example, if a child with Asperger syndrome is sensitive to loud noises, and if the child runs out of a room filled with loud noises, any discipline of that child for running out of the room must take into account the sensitivity and whether appropriate accommodations were in place. According to the United States Department of Education, for children with disabilities who have been suspended for 10 days total for each school year, including partial days, the local education agency (LEA) must hold a manifestation determination hearing within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct following either the Stay Put law which states that the child shall not be moved from his or her current placement or interim services in an alternative placement if the infraction was deemed to cause danger to other students. The LEA, the parent, and relevant members of the individualized education program (IEP) team (as determined by the parent and LEA) shall review all relevant information in the student’s file, including the child’s IEP, any teacher observations, and any relevant information

Career in Special Education

Career in Special Education

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Home Page > Education > Learning Disabilities > Career in Special Education

Career in Special Education

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Posted: Sep 18, 2009 |Comments: 0
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 By Sadaket Malik 

Special education is the education of students with special needs in a way that addresses the student’s individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.

Common special needs include learning disability, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disabilities.[1] Students with these kinds of disabilities are likely to benefit from additional educational services, different approaches to teaching, and use of technology.

Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term “special education” is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in a classroom, and gifted education is handled separately.

Special education can be an extraordinarily rewarding career for the right person. It takes someone with a great deal of patience, a love of children, and a thick skin to deal with difficult problems. But as in any field, the jobs with the greatest challenges tend to offer the highest rewards.

You want a career that allows you to help others. Being a special educator allows you to make a positive difference in the lives of children with disabilities. With the help of special educators, an increasing number of children with disabilities have succeeded in school and enrolled in college.

Being a special educator gives you the opportunity to use many talents and skills creatively and to grow both professionally and personally.

The need for special education professionals has never been greater. The U.S. Bureau of Labor Statistics estimates that the need for qualified special educators and related service personnel will increase “faster than most other professions” in the next 10 years. And the U.S. Department of Education reports “The number of students with disabilities served under IDEA continues to increase at a rate higher than both the general population and school enrollment.” Read about the need for special education professionals. The personal rewards of educating children and youth with disabilities is greater than you can ever imagine.

      These days many schools and universities across the country are making efforts in teacher education reform in order to better the training of instructors, educators and therefore the education of children. Besides this, factors like reduced class sizes and an increase in the number of students are also forcing many schools to acquire teachers who have skills to handle every student effectively.

      Looking at the present scenario, educators or teachers require special skills that can be nurtured through intensive training. Addressing to meet this demand, special education degrees have increased its popularity in recent years. So, if you are already involved in this teaching profession and wish to advance your career in the education leadership, a special education degree is a necessity.

Today where teaching is considered as a highly noble profession, attaining a degree in special education can enhance your teaching career. A special education program can even help you learn special skills including understanding diversity, teaching reading literacy, counseling and special education. During this course, you will receive training and educational information that educates you how to translate the knowledge to the students. Once you complete this special education program, you will be able to make decisions and take a stand on political issues that affect education and learning.

Another good thing about this degree program is that it gives teachers more opportunities in private schools and universities. This special education course provides you with one of the most convenient ways to gain higher income and greater career opportunities in the field of education. Today, in fact many of the employed teaching professionals looking to advance their career to leadership roles like principal or dean are considering attaining a degree in special education.

There are lots of institutions and schools that offer degree programs in special education. They can vary from student behavior management, institutionalized learning methods, student-teacher supervision, specific areas and solutions for effective child education and more.

Enjoying a better salary and job security, today a special education degree can put you at an advantage and may boost your career path. It is one of the best options for all those who are planning for career advancement in education.

 

In the last few years the requirement for qualified educators has boomed rapidly. In fact, with the rise in education standards and the number of educational institutes and schools, the education industry expects to look for more qualified educators in the coming years. Today, we cannot deny the fact that education is an extremely rewarding career field but currently it demands more qualified teachers to educate children at the elementary school or college level.

Looking at the present scenario, educators or teachers require special skills that can be nurtured through intensive training. Addressing to meet this demand, special education degrees have increased its popularity in recent years. So, if you are already involved in this teaching profession and wish to advance your career in the education leadership, a special teaching degree is a necessity.

Today where teaching is considered as a highly noble profession, attaining a degree in special education can enhance your teaching career. A special education program can even help you learn special skills including understanding diversity, teaching reading literacy, counseling and special education. During this course, you will receive training and educational information that educates you how to translate the knowledge to the students. Once you complete this special teaching program, you will be able to make decisions and take a stand on political issues that affect education and learning.

Another good thing about this degree program is that it gives teachers more opportunities in private schools and universities. This special education course provides you with one of the most convenient ways to gain higher income and greater career opportunities in the field of education. Today, in fact many of the employed teaching professionals looking to advance their career to leadership roles like principal or dean are considering attaining a degree in special education.

There are lots of institutions and schools that offer degree programs in special teaching. They can vary from student behavior management, institutionalized learning methods, student-teacher supervision, specific areas and solutions for effective child education and more.

                 The popular national level institutes for disabled persons are the National institute for Hearing Handicapped, National Institute for the Mentally Handicapped, National Institute of the Visually Handicapped and National Institute for orthopedically handicapped. National Institute of Rehabilitation, Training and Research and The Institute for Physically Handicapped are other two national level institutes run by government.

Moreover, government has initiated District Rehabilitation Centre (DRC) scheme in ten states to make all-inclusive rehabilitation. Moreover, four Regional Rehabilitation Training Centers are there to train the staff and teachers who work with these institutes.

Today due to global competitiveness, education scenario in India is fast changing. Along with that, special education is also catching importance and various government agencies are working hard to make it available to masses. There are almost 37 diploma courses in the field of special education in India some of the institutes offer courses like B.Ed as well. All these courses are regulated and governed by the Rehabilitation Council of India (RCI)- a legislative body under the Ministry of Social Justice and Empowerment.

However over the years many scholars have questioned the importance of special education in India as they feel that it leads to segregation and isolation of the differently abled children. They argue that by segregating the children at young age the very purpose bringing all children to the mainstream of, the purpose of special education is defeated.

Institutions Offering Special Education Courses in India

Courses Offered by Rehabilitation Council of India (RCI) New Delhi:-

Sl.No

Training Course

Duration in
Year(s)

(In the Field of Visual Impairment)

1.

M.Ed. (Special Education) – Visual Impairment
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

2.

B.A. B.Ed. (Visual Impairment)

4

3.

B.Ed. (Special Education) – Visual Impairment
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

4.

Bachelor in Mobility Science

1

5.

Diploma in Education-Special Education (Visual Impairment)

2

6.

Diploma in Education – Special Education (Deafblind)

1

(In the field of Hearing Impairment)

7.

M.Ed. (Special Education) – Hearing Impairment)
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

8.

B.Ed. (Special Education) – Hearing Impairment)
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

9.

Diploma in Education – Special Education ( Hearing Impairment)

2

10.

Diploma in Teaching Young Hearing Impaired Children

1

11.

Diploma in Indian Sign Language Interpreting
(Level !,B,&C each of Four months duration)

1

(In the field of Mental Retardation)

12.

M.Ed. (Special Education) – Mental Retardation
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

13.

B.Sc. (Special Education and Rehabilitation)

3

14.

B.Ed. (Special Education)- Mental Retardation)
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

15.

B.Ed. (Special Education) – Learning Disability

1

16.

P.G. Diploma in Early Intervention

1

17.

P.G. Diploma in Special Education (Mental Retardation) * Same as Sl.No. 13

1

18.

Diploma in Education – Special Education (Mental Retardation)

2

19.

Diploma in Vocational Rehabilitation (MR)

1

20.

Diploma in Early Childhood Special Education (MR)

1

(In the field of Rehabilitation Engineers / Technicians)

21.

Master of Prosthetics & Orthotics

2

22.

Bachelor of Prosthetic and Orthotics

4 1/2

23.

Diploma in Prosthetic and Orthotics

2 1/2

24.

Certificate Course in Prosthetic & Orthotic

1

25.

Certificate Course in Hearing Aid
( only for persons with hearing impairment)

        ½

26.

Certificate Course in Ear Mould Technology
(only for persons with hearing impairment)

            1/2

(In the field of Community Based Rehabilitation)

27.

P.G. Diploma in Community Based Rehabilitation

1

28.

Diploma in Community Based Rehabilitation

1

( In the field of Rehabilitation Psychology)

29.

M.Phil (Rehabilitation Psychology)

2

30.

P.G. Diploma in Rehabilitation Psychology

1

(In the field of Clinical Psychology)

31.

M.Phil (Clinical Psychology)

2

(In the field of Speech and Hearing)

32.

“A”-Master in Audiology and Speech-Language Pathology (MASLP) – Annual

“B”-Master in Audiology and Speech-Language Pathology (MASLP) – Semester

2

33.

M.Sc. in Audiology

2

34.

M.Sc. in Speech Language Pathology

2

35.

“A”- Bachelor in Audiology and Speech-Language Pathology (BASLP) – Annual
“B”- Bachelor in Audiology and Speech-Language Pathology (BASLP) – Semester

4

36.

Diploma in Hearing Language and Speech

1

37.

Diploma in Hearing Aid and Ear Mould Technology

1

(In the field of Locomotor and Cerebral Palsy)

38.

B.Ed (Special Education) – Locomotor and Neurological Disorder

1

39.

P.G. Diploma in Special Education: Multiple Disabilities -Physical and Neurological

1

40.

P.G. Diploma in Developmental Therapy (Cerebral Palsy & Neurological Disabilities)

1

41.

Diploma in Education – Special Education (Cerebral Palsy)

1

42.

Basic Development Therapy Course for Children with Cerebral Palsy and other Neurological Handicaps

1

(In the field of Autism Spectrum and Disorder)

43.

Diploma in Education – Special Education ( Autism Spectrum Disorder)

1

(In the field of Rehabilitation Therapy)

44.

Bachelor in Rehabilitation Therapy

4

45.

Diploma in Rehabilitation Therapy

2 1/2

46.

Certificate Course in Rehabilitation Therapy Assistant

1

(In the field of Vocational Counselling and Rehabilitation Social Work/Administration)

47.

Master in Rehabilitation Science ( Rehab Social Worker)

2

48.

M.Sc. (Psycho-Social Rehabilitation)

2

49.

Bachelor in Rehabilitation Science ( Vocational Counsellor)

3

50.

Master in Disability Rehabilitation Administration

2

51.

Post-Graduate Diploma in Disability Rehabilitation and Management

1

Credit System

 

 

Final Guide-Book B.Ed. & M.Ed.

 

 

Final Guide-Book Diploma

 

Care Givers

 

 

Foundation Course in Care Giving

 

       

 

 

Training Courses conducted through Distance Education Mode in collaboration with various Universities.

1.

B.Ed Spl Edu.-HI/VI/MR/LI & CP

2

2.

P.G. Professional Diploma for in-service teachers

1

3.

P.G. Diploma in Community Based Rehabilitation -Planning & Management

1

4.

P.G. Diploma in Disability Management for Doctors

1

5.

Diploma in Community Based Rehabilitation

1

6.

Certificate in Clinical Psychology

1

The list of Institutions offering courses in several states of India:

ANDHRA PRADESH:

1.Thakur Hari Prasad Institute of Research & Rehabilitation for the Mentally Handicapped, Vivekanand Nagar, Dilsukh Nagar, Hyderabad-500660.

2.National Institute for the Mentally Handicapped, Manovikas Nagar, P.O Bowenpally, Secunderabad.

3.Department of Special Education, Andhra University, Vishakapatnam.

4.College of Teachers Education, Andhra Mahila Sabha, Durga Bai Deshmukh Vidhyapeethem, Osmania University Campus, Hyderabad-500007.

5.Sri Padmavathi Mahila Visvavidyalayam, Tirupati-517502.

DELHI:

6. Department of Rehabilitation,Safdarjung Hospital, Ansari Nagar, New Delhi-110016

7. Spastic Society of Northern India, Balbir Saxena Marg, Hauz khas, New Delhi-16

8. Institute of Special Education, Y.M.C.A. Nizamuddin, New Delhi-110013.

9. Jamia Millia Islamia, Institute of Advanced Studies of education, Faculty of Education, Maulana Mohammed Ali Jauhar Marg, New Delhi-110025.

10. Pandit Deendayal Upadhyaya Institute for the Physically Handicapped (Ministry of Social Justice & Empowerment, Govt. of India), 4, Vishnu Digamber Marg, New Delhi-110002.

GUJARAT:

11. B.M Institute of Mental Health, Ashram Road, New Nehru Bridge, Navrangpura, Ahmedabad-380009.

12. Sh. K.L Institute for the Deaf, 51, Vidyanagar, Bhavnagar-364002.

13. Training College for Teachers of the Deaf & Blind, Navrangpura, Ashram Road, Ahmedabad-380009

14. Ankur Special School for Mentally Retarded, Plot No. 1945, Near Working Women’s Hostel, Sardarnagar Circle, Bhavnagar-364002.

JAMMU & KASHMIR:

15. Composite Regional Centre for Persons with Disabilities (Ministry of Social Justice & Empowerment) Bemina, bye pass (Near Women’s Polytechnic College), Srinagar-18.

16. MIER College of Education, Under Model Institute of Education & Research, B.C Road, Jammu-180001.

KARNATAKA:

17. Dr. S.R Chandrashekar Institute of Speech & Hearing, Hennur Road, Bangalore-5600084.

18. All India Institute for Speech & Hearing, Manus Gangothri, Mysore-570006.

MAHARASHTRA:

19. Mind’s College of Education Research Society for the Care Treatment & Training of Children in Need of Social Care, Sewri Hills, Sewri Road, Mumbai-400033.

20. The Poona School & Home for the Blind, Teachers Training Centre, 14-17, Koregaon Park, Dr. S.R Machave Road, Poona-411001.

21. S.N.D.T. Women’s University, Deptt. of Special Education, Sir Vithaldas Vidyavihar, Juhu Road, Santacruz (W) Mumbai-400049.

22. Dikush Teacher Training in Special Education, Church Road,Juhu, Mumbai-400049.

23. Hashu Advani College of Special Education, 64-65, Collector’s Colony, Chembur, Mumbai-400764.

24. The Spastics Society of India, Upper Colaba Road, Opp. Afghan Church, Colaba, Bombay-400005.

ORISSA:

25. Training Centers for Teachers of the Visually Handicapped, S.I.R.D Campus, Unit- VIII, Bhubaneshwar 751012.

26. Swami Vivekhanand National Institute of Rehabilitation Training and Research, Oltapur, P.O Bairoi, Dist Cuttack 754 010.

27. Training Centre for Teachers of the Deaf ( A joint Project of State Govt. & AYJNIHH), S.I.R.D Campus, Unit- 8, Bhubaneshwar-15.

TAMIL NADU:

28. Sri Ramakrishna Mission Vidhyalaya, College of Education, Sri Ramakrishna Vidhyalaya post, Coimbatore-641020.

29. Regional Training Centre, C/o Govt. Hr. School for the Blind, Poonamalle, Chennai-56.

30. Madras Institute to Habilitate Retarded Affiliated, D-171, RV Nagar, Anna Nagar, Chennai-600010.

31. Govt. Institute of Rehabilitation Medicine, K.K Nagar, Chennai-600083.

32. S.B.T. College of Special Education, Dr. M. A Thangaraj Compound, DRO Colony, Madhurai-625007.

33. Holy Cross College, Dept. of Rehabilitation Science & Special Education, Tiruchirapalli-620002.

34. Avinashilinagam Deemed University, Institute of Home Science & Hr. Education for Women. Coimbatore (0422-2641043)

35. The YMCA College of Physical Education, Nandham, Chennai-600035.

36. Bala Vidyalaya Institute for Teachers Training, 18, 1st Cross Street, Shashtri Nagar, Chennai-20.

37. N.K.T. National College of Education for Women, 21, Dr.Besant Road, Triplicane, Madras-600005.

UTTAR PRADESH:

38. U.P. Institute for the Hearing Handicapped, 4-7, Malviya Road, George Town, Allahabad-211002.

39. Chetna (A Society of the Welfare of Handicapped), Sector-C, Aliganj, Lucknow-226024.

40. Training College of Teachers of the Deaf, Aishbagh, (Tilak Nagar), Lucknow-226004.

41. Institute of Advanced Studies in Education, M.J.P. University, Bareilly-243006.

42. Banaras Hindu University, Faculty of Education, Kamachha, Varanasi.

43. Jagadguru Rambadrachry Handicapped University, Chitrakoot, U.P-210204.

WEST BENGAL:

44. National Institute for the Orthopaedically Handicapped, Bon-Hooghly, BT Road, Calcutta-700090.

45. National Institute for the Mentally Handicapped, Eastern Regional Centre,NIOH Campus, Bon-Hooghly, BT Road, Calcutta-700088.

46.AYNJIHH, Regional Training Centre, N.I.O.H Campus, Bon-Hooghly, BT Road, Calcutta-90.

47. Indian Institute for the Cerebral Palsy, (Formerly Spastic Society of Eastern India), P-35/1, Taratolla Road, Calcutta-700088.

48. Training Institute for the Teachers of the Visually Handicapped, Narenderpur, Calcutta-700103.

49. Manovikas Kendra, Rehabilitation and Research Institute for the Handicapped, 482-Madudah, Plot—24, Sec-J, Eastern Metropolitan Bypass, Calcutta-700107.

50. Training College for the Teachers of the Deaf, 293, Acharya Prafulla Chandra Road, Calcutta-09.

51.Speech & Hearing Institute and Research Centre, (SHRC), State Resource Centre (HI), 10, Mandeville Garden, Kolkata.

 

Sadaket Malik is an Educational Consultant based in Jammu and can be contacted at sadaketmalik@rediffmail.com

 

 

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Implementing Strategic Planning in K-12 by Carmelita Thompson and William Allan Kritsonis, PhD Program in Educational Leadership, PV, Texas A&M System

Implementing Strategic Planning in K-12 by Carmelita Thompson and William Allan Kritsonis, PhD Program in Educational Leadership, PV, Texas A&M System

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Home Page > Education > College and University > Implementing Strategic Planning in K-12 by Carmelita Thompson and William Allan Kritsonis, PhD Program in Educational Leadership, PV, Texas A&M System

Implementing Strategic Planning in K-12 by Carmelita Thompson and William Allan Kritsonis, PhD Program in Educational Leadership, PV, Texas A&M System

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Carmelita Thompson and William Allan Kritsonis, PhD 

 

Introduction

 The Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007) offers a pragmatic framework to strategic planning that will move educational organizations in innovative directions.  In developing a strategic plan, an educational organization must implement Dr. Kritsonis’ (2007) six fundamental patterns of meaning designated respectively as symbolics, empirics, esthetics, synnoetics, ethics, and synoptics.  Strategic planning is the process in which an educational organization determines its current status, envisions its long-term goals, makes projections for the future, and develops strategies to achieve those future aspirations.  Strategic planning must be flexible and practical and yet serve as a guide to implement programs to evaluate the educational organizations progress.  A strategic plan intertwining the six fundamental patterns of the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007) constructs innovative analytical and critical thinking that will improve and enhance the performance of educational organizations.

  Purpose of the Article

             The purpose of this article is to discuss ways in which strategic planning implemented by utilizing the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007) creates a high performing educational organization.  Skilled strategic planning makes a current assessment of needs, develops the educational organization’s future thinking, builds commitment, and serves as the guiding document for the educational organization.  Effective strategic planning includes articulating the educational organization’s vision, mission, and values to set a course for future aspirations.

 

The First Realm:  Symbolics

The first realm of meaning is symbolics.  Dr. Kritsonis (2007) states that ordinary language such as gestures, rituals, and rhythmic patterns allow people to communicate on a personal level.  Effective leadership is the cornerstone of an educational environment.  Eaker and Gonzalez write about learning leaders.

They create systems and processes to engage collaborative teams of teachers in 1) clarifying the essential knowledge and skills students are to acquire for every course, grade level and unit of every instruction 2) developing frequent common assessments to monitor each student’s learning on a timely basis, and 3) implementing a school-wide plan of intervention to guarantee students receive additional time and support for learning as soon as they experience difficulty. (Eaker & Gonzalez, 2007, p. 6)

The leader’s ability to articulate the educational organization’s vision, mission, and values to propel the organization into its preferred future is essential.  A vision statement is a description upon which the organization aspires.  It emphasizes where the educational organization will be at a specific time in the future. The organizational mission  supports  the  vision and  it  describes the  purpose of  the  organization.  The organizational values  state the organization’s  intentions and  the organization’s  core priorities in the organization’s culture. 

Implementing the strategic plan requires the use of symbolics. The vision must be clearly communicated within the educational organization.  The vision needs to capture the present status of the educational organization, and serve to guide the direction of the organization. As a means of setting a central goal that the educational organization will aspire to reach, the vision helps to provide a focus for the mission of the organization.  The vision should resonate with every member of the educational organization. The educational organization must clearly communicate its expectations so that members are able to perform effectively.  The strategic planning is effective when it energizes and engages the educational organization. 

 The Second Realm:  Empirics

The second realm of meaning is empirics.  Empirics encompass facts and discovering the truth.  Dr. Kritsonis says, “These sciences provide factual descriptions, generalizations, and theoretical formulations and explanations that are based upon observation and experimentation in the world of matter, life, mind, and society” (Kritsonis, 2007, p. 12).  According to Dr. Kritsonis (2007), science is concerned with matters of fact and facts refer to data of observation.  Educational data collection is vital for strategic planning in educational organizations.

Strategic planning, with an emphasis on empirics, provides an understanding of the design of the educational organization’s assessment of needs, finances, and it allows the organization to set specific data-driven priorities.  The educational organization is obligated to be data driven to aide accountability within the organization.  It is essential to the strategic planning of an educational organization to conduct a continuum of critical analysis of the system, policy formulation and appraisal, management and monitoring, and evaluation.  Gathering data and analysis of the current situation of the organization and the critical issues pertaining to the organization’s status and functioning is required in an educational organization. The  strategic planning process requires a multi-method approach in gathering comprehensive data. These multi-method approaches include standardized testing,  observation, surveys, interviews, document collection, and other formal and informal measures of organizational status. Findings and remedial options are formulated to provide policy orientations.  As the system is analyzed, future direction can be established.  Specific programs may be developed or resources may be mobilized based upon the information obtained through the data analysis.  A continuum of monitoring, review, and analysis takes places.  The learning leadership understands that the organization must continually change (Eaker & Gonzalez, 2007).  The more data educational organizations collect, the more effectively the organization can improve.  Assessment is required to constantly improve the strategic planning and ensure the execution of the educational organization’s vision. 

 

The Third Realm:  Esthetics

Dr. Kritsonis says that health means wholeness which may be regarded as personal wholeness (2007).

  The educational organization needs to include the arts in its strategic plan.  It is imperative that educational organizations make meaningful connections across academic disciplines and everyday life.  The arts can reinforce skills that connect learning to the real world.  The additional positive effects of art education on student learning include attendance, communication, and critical thinking.  Art education also requires discipline and skill which carries over into the community.  A study conducted by Allen, Edmonson, and Fisher (2009) revealed art to benefit students’ verbal and linguistic skills.  Allen, Edmonson, and Fisher’s findings were that he nature of fine arts classes was to help students better demonstrate ideas, feelings, and emotions through expressive use of their body and creative skills.  This training could be beneficial to students in the form of written expression through TAKS writing and also help students in the reading portion of the TAKS. (Allen, Edmonson, & Fisher, 2009, p. 47)

  The Fourth Realm:  Synnoetic

Dr. Kritsonis describes synnoetics as “…meanings in which a person has direct insight into other beings (or oneself) as concrete wholes existing in relation”  (Kritsonis, 2007, p. 393).   Synnoetics can easily be ascribed to strategic planning.  It is imperative that an educational organization understand its present position to understand its future aspirations.  Critical analyses of the educational organization’s internal and external environments provide information to assess the organization’s current needs and needs for future planning.  The heart of strategic planning is flexibility and ongoing evaluation of both the strategic plan and the planning process to ensure the organization’s success.  Dr. Kritsonis clearly states, “A person is a being who both remembers and anticipates.  He is related not only to himself as present, but also as past and as future” (Kritsonis, 2007, p. 397).  This statement can be applied to the educational organization as well.  The educational organization must have knowledge of itself to provide the best educational opportunities today, tomorrow, and into the future.  The educational organization must gain a historical perspective to determine how previous perceptions influenced current initiatives.  The educational organization must also understand the external environment, the global market, to meet the needs of students and prepare them for global challenges.

  

The Fifth Realm:  Ethics

              The fifth realm is ethics.  According to Dr. Kritsonis, “The essence of ethical meanings, or of moral knowledge, is right deliberate action, that is, what a person out to voluntarily do” (2007, p. 443).  An educational organization must incorporate ethics in its strategic planning.  The educational organization must establish policies or codes of conduct.  Steven Bowman (2008) explains that the best way to describe ethics is by utilizing the following four words: rights, obligations, fairness and integrity. He goes on to say that these words have energies underlying them that seem to get at the basis of ethical considerations.

Ethical standards are important to ensure that the educational organization operates within the law and is viewed by the public as an ethical organization of learning.  Codes of ethics within educational organization are necessary for promoting ethical teaching practices.  The educational organizational must conduct a continuum of evaluation to promote ethical standards within the organization.  Ethics provide justification for the actions that occur within the organization.  Ethics provide the base upon which the vision, mission, and values are created. 

Some other important ethical codes that are addressed in educational organizations are honesty, integrity, and respect.  These beliefs are the very foundation of culture and civilization.  The educational organizations must encourage students to collaborate across disciplines and learn the viewpoints and contributions of others. This combination of depth in learning fosters critical thinking skills, creativity, integrity, responsibility, and ethics.

 

The Sixth Realm:  Synoptics

            Synoptics is the sixth realm.  Dr. Kritsonis says this about synoptics, “This term comprises meanings having an integrative function, uniting meanings from all realms into a unified perspective that is, providing a “single vision” on “synopsis” of meanings” (2007, p. 483).  Dr. Kritsonis relates that history is concerned with the understanding of past events.   The historian must describe, order, and interpret events (2007).  Understanding the past of the educational organization is a basic premise for strategic planning.  By reviewing the organization’s history, the strategic planning builds upon past accomplishments or failures to broaden the organization’s reach.  This type of planning builds a bold and aggressive educational organization to keep pace with social, economic, and demographic trends with proactive performance measures that gauge organizational success.

The educational organization’s strategic planning method should include a thorough analysis of the organization’s history and current situation.  The educational organization must review important milestones to determine their influences on the organization.  Effective strategic planning requires the educational organization to visualize the organization’s future status by looking back at its past history.  It is necessary for educational organizations to be committed to being more responsive to society.  Educational organizations are obligated to provide educational services required by present and future citizens to make the contributions needed to sustain society.  The educational organization will meet these obligations by properly utilizing resources provided by taxpayers. Although Miech is skeptical about strategic planning in education, he writes, “Strategic planning can also play an important public relations role in education. For example, strategic planning in education can help improve school-community relations by involving parents and community members in the formal strategic planning process” (Miech, 1995, section 8).  The strategic plan can bridge the gap between the schools and the community.  The strategic plan also includes the educational organizations commitment to providing access to a broad range of educational services.

 

Concluding Remarks

In conclusion, education is a focal point for American society today.  The No Child Left Behind Act of 2001, signed into law by President Bush in 2002, is a reauthorization of the Elementary  and  Secondary  Education  Act (Education Week, 2004).  The No Child Left Behind Act has expanded the federal government’s role in education.  This came about because of the wide concern about the state of education.  This legislation is expected to target every public school in America.  At the core of the No Child Left Behind Act are a number of provisions designed to ensure broad gains in student achievement and to hold states and schools more accountable for student progress (Education Week, 2004).

The need for effective strategic planning is critical for all educational organizations.  The constant challenges in education and pressures of student achievement will be guided by a well-developed strategic plan that serves as an integral part of day-to-day leadership and future aspirations in educational organizations.  Dr. Kritsonis’ Ways of Knowing Through the Realms of Meaning (2007) provides a pragmatic framework that connects strategic planning to the six realms of meaning.  The six realms provide the foundations for strategic planning that will be vision, mission, and value driven which will create a successful educational organization.  The strategic planning aligns the organization with the environment and explores perspectives and cultures from around the globe to achieve long-term stability.  Strategic planning is an ongoing process. Strategic planning in an educational organization will provide a framework to support high-quality, student-focused education.

  

REFERENCES

(2009).  The value of fine arts education:  

A student-centered analysis.  National FORUM of Educational Administration and Supervision Journal, 25(3), 28-49.

Bowman, S.  (2008). Embedding ethics into strategic planning.  Retrieved on July 5,

2009, from http:// www.conscious-governance.com/strategic.html

Eaker, R., & Gonzalez, D.  (2007).  Leading in professional learning communities. 

National FORUM of Educational Administration and Supervision Journal, 24(1), 6-13.

Education Week (2004, September).  No child left behind.  Retrieved on July 6, 2009, from http://www.edweek.org/rc/issues/no-child-left-behind/

Kritsonis, W.  (2007). Ways of knowing through the realms of meaning.  Houston, TX:  National FORUM Journals.                       

Miech, E. J.  (1995). The rise and fall of strategic planning and strategic planning in

education.  Retrieved on July 5, 2009, from http://www.hepg.org/her/abstract/310

 

Dr. William Allan Kritsonis has served as a superintendent of schools, principal, teacher, director of field experiences and student teaching, university professor, editor, publisher, invited guest lecturer at the Oxford Round Table in the United of Oxford, United Kingdom.

  

 

 

 Since 1983, over 4,200 scholarly articles have been published by National FORUM Journals

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Dr. Kritsonis Recognized as Distinguished Alumnus

In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”

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Research Methods Textbooks

Research Methods Textbooks



Creswell, J. W. (2007). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Prentice Hall.



Gay, L. R. & Airasian, P. (2000). Educational Research: Competencies for analysis and application (6th ed.). Upper Saddle River, NJ: Prentice Hall.



Huck S. W. (2008). Reading statistics and research. Boston, MA: Allyn and Bacon.



Kritsonis, W.A., Griffith, K.G., Bahrim

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