A Noncategorical Approach to Direct Service and Teacher Education.
The rationale for noncategorical as opposed to categorical preparation of teachers of mildly handicapped students is delineated. Pupil progress data, collected as part of a noncategorical teacher education program, are presented to demonstrate that students served in categorical settings are actuall...
| Publicado en: | Exceptional Children Vol. 48; no. 3; pp. 213 - 221 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Nov1981
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=21402097&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21402097 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00144029 EXC jtl: Exceptional Children issn: 00144029 maglogo: Y pubinfo: dt: Nov1981 vid: 48 iid: 3 pid: 344 pub: Sage Publications Inc. artinfo: ui: 21402097 ppf: 213 ppct: 8 formats: tig: atl: A Noncategorical Approach to Direct Service and Teacher Education. aug: au: Idol-Maestas, Lorna Lloyd, Sandy Lilly, M.Stephen affil: Program Coordinator, Department of Special Education, Doctoral Candidate, Resource/Consulting Teacher Program, Department of Special Education Associate Dean for Graduate Programs, College of Education, University of Illinois, Urbana su: Direct instruction Teacher education Teacher training Students with disabilities Behavior disorders in children Progress Learning Resource programs (Education) University of Illinois at Urbana-Champaign sug: subj: Direct instruction Teacher education Teacher training Students with disabilities Behavior disorders in children Progress Learning Resource programs (Education) University of Illinois at Urbana-Champaign ab: The rationale for noncategorical as opposed to categorical preparation of teachers of mildly handicapped students is delineated. Pupil progress data, collected as part of a noncategorical teacher education program, are presented to demonstrate that students served in categorical settings are actually alike in terms of their academic problems and that students in different categories are responsive to direct, data-based instruction. Problems and considerations in establishing noncategorical teacher preparation programs and service delivery systems are outlined. Skill areas to be addressed in preparing noncategorical special educators to work with students with learning and behavior problems are discussed. A description is given of the Resource/Consulting Teacher Program, a noncategorical teacher preparation program at the University of Illinois. Individual pupil progress data can be obtained from Idol-Maestas. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1981 holdings: @attributes: islocal: N |
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