An Instructional Model for Training LEA Supervisors to Assist in Training Teachers in Best Practices and Exemplary Models for Mainstreaming Handicapped Children.

Autor/inn/en	Shotick, Andrew L.; Reisman, Fredricka
Institution	Auburn Univ., Montgomery, AL. Southeast Regional Resource Center.
Titel	An Instructional Model for Training LEA Supervisors to Assist in Training Teachers in Best Practices and Exemplary Models for Mainstreaming Handicapped Children.
Quelle	(1979), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Child Development; Classroom Techniques; Cognitive Development; Continuing Education; Diagnostic Teaching; Elementary Secondary Education; Individualized Education Programs; Learning Processes; Mainstreaming; Problem Solving; School Districts; Supervisory Training; Teacher Education; Team Teaching + Suchen Sie Ihr Suchwort? Kindesentwicklung; Klassenführung; Kognitive Entwicklung; Weiterbildung; Diagnostic assessment; Diagnostisches Verfahren; Individualized education program; Individualisierendes Lernen; Learning process; Lernprozess; Problemlösen; School district; Schulbezirk; Lehrerausbildung; Lehrerbildung; Teamteaching
Abstract	This handbook is based on a field tested training model directed toward preparing regular and special education teachers to teach children in a mainstreamed classroom. There are four components: knowing, diagnosing, developing, and bridging. Seven modules contain the following sections: the major theme, introduction, goals, objectives, instructional activities, resources for further study, and evaluation activities. Modules are designed to develop the following competencies: (1) demonstrate a knowledge base regarding generic factors of human development that influence learning (knowing); (2) use relevant information in planning educational experiences (bridging); (3) demonstrate strategies for facilitating cooperative teaching relationships among regular and special educators (developing); (4) demonstrate creative problem solving skills (developing); (5) demonstrate diagnostic supervisory strategies (diagnosing); (6) serve as a member of a team engaged in writing individual educational programs (bridging); and (7) serve in a continuing education role for a school district regarding clarification of legal and educational aspects of educating exceptional students (bridging). (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01