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Back to Higher Education Initiative
Teacher
Education Programs
Below is a listing of articles relating to alternative approaches
to preparing teachers for diverse classrooms.
- Benner, S.
M., & Judge, S. L. (2000). Teacher Preparation for Inclusive
Settings: A Talent Development Model. Teacher Education Quarterly,
v27, n3, p23-38.
Investigated the effectiveness of and reactions to an alternative
teacher education program for students seeking early childhood
licensure who wanted to work with young children in inclusive
settings. The program used a talent development model. Data from
interviews, observations, artifacts, and focus groups indicated
that the talent development model was a viable approach to teacher
education.
- Blanton, L.
P., & Griffin, C. C., & Winn, J. A., & Pugach, M.
C. (Eds.). (2001). Teacher Education in Transition: Collaborative
Programs to Prepare General and Special Educators. Denver: Love
Publishing Company.
- Campbell, D.
M., & Fyfe, B. (1995, February). Reforming Teacher Education:
The Challenge of Inclusive Education. Paper presented at the Annual
Meeting of the Association of Independent Liberal Arts Colleges
for Teacher Education, Washington, DC.
Webster University (Missouri), an independent, liberal arts university,
developed a teacher preparation program on both the graduate and
undergraduate levels.
- Carey, L. K.
(1997). Inclusion Training for Pre-Service Teachers-From Theory
to Best Classroom Practice. B.C. Journal of Special Education,
v21, n2, p52-58.
Discusses a partnership between Northern Arizona University and
a local school district that enables pre-service teachers to practice
innovative strategies for facilitating inclusion of students with
disabilities into general classrooms. Strategies such as cooperative
learning, collaborative teaming, peer tutoring, student empowerment,
and creative problem solving are discussed.
- Duchardt, B.,
Marlow, L., Inman, D., Christensen, P., & Reeves, M. (1999).
Collaboration and Co-Teaching: General and Special Education Faculty.
Clearing House, Vol. 72, Issue 3, p186.
The primary goals of this collaborative effort were for special
education and general education faculty to:
- collaborate
and model co-planning and co-teaching for students as part
of the general elementary education methods block,
- improve
the knowledge base of undergraduate general elementary education
majors about students with diverse needs,
- share the
results of these efforts with colleagues interested in teacher
collaboration, and
- develop
a co-planning and co-teaching model for implementation within
the state.
Addresses the
question of collaborating between the two faculties and specific
concerns of gifted/talented, mild/moderate, and severe/profound
instructors. All participants in the project reported that they
learned to be more flexible, to focus on individual strengths,
and to prioritize concepts and address only those that were
perceived to be most important. Ultimately, the pre-service
special and elementary educators agreed that they shared the
primary goal of providing an effective instructional model for
their students.
The pre-service special and elementary education faculty realized
that they shared two major concerns: how to meet individual
student differences and how to address multiple learning-modes.
Integration of content ideas and expertise in pedagogy through
co-planning and co-teaching teams produces teachers more capable
of working with a diverse population of students.
- Evans, D. (1996).
Addressing the Challenges of Inclusion of Children with Disabilities.
Teacher Education and Special Education, v19, n2, p180-191.
Discusses how collaboration between the special education department
of the University of South Florida and local schools addressed
problems with the schools' inclusionary practices. Describes a
collaborative model of inclusion and a systematic school-restructuring
project that emerged as a result of the university-school collaborations.
- Everington,
C. (1996). Restructuring Teacher Preparation Programs for Inclusion:
The Change Process in One University. Contemporary Education,
v68, n1, p52-56.
Examines some activities that Miami University initiated to change
its teacher training orientation to inclusive practices. The process
included establishing a context for change (creating a reform
agenda and offering administrative support) and establishing a
need for change among constituents (documenting need, identifying
inclusive teacher competencies, and in servicing faculty).
- Gable, R.A.,
& McLaughlin, V.L. (1993). Unifying general and special education
teacher preparation. Preventing School Failure, Vol. 37, Issue
2, p5.
Explores the reform initiatives in public education and their
implications for teacher preparation in the United States. Centralized
efforts to develop curriculum standards and a system of student
assessment; Challenges from the changing demographics in
American schools; Call for closer and more cooperative relationships
between schools and the community.
- Hammel, A.M.
(2001). Preparation for teaching special learners: Twenty years
of practice. Journal of Music Teacher Education, Volume: 11, Issue:
1, p 5-11.
When the increase of special learners in music classrooms is considered,
the need to acquire teacher competencies necessary to include
special learner becomes apparent. It is imperative that preservice
teachers have experiences that allow them to acquire the competencies
necessary to meet the needs of special learners.
- Heston, M.L.,
Raschke, D., Kliewer, C., Fitzgerald, L. M., & Edmiaston,
R. (1998). Transforming Teacher Preparation in Early Childhood
Education: Moving to Inclusion, Teacher Education and Special
Education, v21, n4, p278-92.
Describes efforts at the University of Northern Iowa to transform
the early-childhood education major and the early-childhood special
education major into a single unified major supportive of inclusive
education. Events at the state and university level and progress
during the effort's first year are reviewed.
- Keefe, E. B.,
Rossi, P. J., de Valenzuela, J. S., & Howarth, S. (2000) Reconceptualizing
Teacher Preparation for inclusive Classrooms: A Description of
the Dual License program at the University of New Mexico."
Journal of the Association for Persons with Severe Handicaps,
v25, n2, p72-82.
This article describes the Dual License Teacher Preparation Program
at the University of New Mexico and the national and state context
within which it was developed and continues to evolve. Graduates
of the program are eligible for licensure in general education
(K-8) and special education (K-12). Teacher collaboration is highlighted.
- Kerns, G.M.
(1996). Preparation for role changes in general education and
special education: Dual certification graduates' perspectives.
Education, Volume: 117, Issue: 2, p. 306-315.
As the student population in general education classrooms becomes
more diverse, teachers need to meet a greater variety of student
needs. A survey of graduates of one program to ascertain the efficacy
of preservice preparation is presented.
- Long, J. C.
& Morrow, J. (1995, February). Research Analysis of Professional
Development School Graduates and Traditional Phase I and Phase
II Graduates. Paper presented at the Annual Meeting of the Association
of Teacher Educators, Detroit, MI.
- Lovingfoss,
D., Molloy, D.E., Harris, K.R., & Graham, S. (2001). Preparation,
Practice, and Program Reform: Crafting the University of Maryland's
Five-year, Multicategorical Undergraduate Program in Special Education.
The Journal of Special Education, Volume: 35, Issue: 2, p. 105-114.
The revision of the University of Maryland Special Education Department
five-year undergraduate teacher preparation program is described.
For twenty years this program has had a categorical disability
focus, preparing special educators to work with students across
a wide range of ages and grades.
- Stayton, V.
D., & Miller, P. S. (1993). Combining general and special
early childhood education standards in personnel preparation.
Topics in Early Childhood Special Education, Vol. 13, Issue 3,
p372.
This article describes the development and implementation of two
interdisciplinary preservice programs that have combined standards
from early childhood and early childhood special education to
prepare personnel for integrated settings. Implications of professional
unification in higher education are discussed.
Other topics include a program overview, process for program development,
and a process for program implementation.
Detailed benefits of unification in higher education are discussed
in regards to administration, curriculum, faculty-related, student-related,
and social concerns.
- Villa, R. A.,
Thousand, J. S., & Chapple, J. W. (1996). Preparing Teachers
to Support Inclusion: Pre-service and In-service Programs. Theory
into Practice, v35, n1, p42-50.
Proposes changes in pre-service teacher education and in-service
programs that would prepare teachers to support inclusion of students
with disabilities in regular education. Describes four programs
that exemplify such changes and noted the need to develop a new
collaborative relationship between local education agencies, school
districts, and training institutions.
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