A Case Study of Special Educator Professional Development in a Virtual World

  • Peter Blair
  • Mimi M. Recker
  • Nancy K. Glomb
Part of the Educational Media and Technology Yearbook book series (EMTY, volume 41)


A wide variety of legislation impacts the jobs of special education teachers in the United States. In 2002, the No Child Left Behind Act (NCLB) was signed into law, mandating that states develop standards and report outcomes for all students in the key areas of math and reading. In 2004, the reauthorized Individuals with Disabilities Education Improvement Act (IDEIA) came into effect calling for accountability and “assessments of how students with disabilities progress within the general curriculum” (Lynch & Adams, 2008). This is implemented by writing individual education plans (IEPs) that state goals for individual students with disabilities. Another recent approach by states (including the state of Utah) is the development of a standardized “common core” for language arts and mathematics instruction. This is used by all teachers to guide the assessment of all students within grade levels (Samuels, 2011). In the state of Utah, this is called the Utah Core Standards. For Utah special education teachers and speech-language pathologists (SLP), hereafter called special education professionals, writing standards-based IEP goals using the Utah Core Standards are required by the law (Lynch & Adams, 2008; Samuels, 2011).


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Online Curriculum DevelopmentBrigham Young University-IdahoRexburgUSA
  2. 2.Department of Instructional Technology and Learning SciencesEmma Eccles Jones College of Education and Human Services, Utah State UniversityLoganUSA

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