Teachers with Special Needs: Training for Teachers of Adults with Learning Difficulties.

Autor/in	Boice, Mike
Institution	Sussex Univ. (England). Centre for Continuing Education.
Titel	Teachers with Special Needs: Training for Teachers of Adults with Learning Difficulties.
Quelle	(1995), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Education; Adult Educators; Educational Legislation; Educational Needs; Educational Research; Foreign Countries; Learning Problems; Staff Development; Teacher Attitudes; Teacher Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Bildungsrecht; Schulgesetz; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Ausland; Lernproblem; Personnel development; Personalentwicklung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	A British study investigated the training and staff development needs of tutors and organizers of education for adults with learning difficulties in East Sussex. It also reviewed relevant accredited staff development opportunities available nationally. A questionnaire was used to survey the perceived training needs of tutors and coordinators. Responses were received from 10 coordinators and 52 tutors. Follow-up interviews were conducted with all 10 coordinators and 20 tutors (some nonrespondents). Research into the national picture found a rather fragmented and piecemeal approach to staff development. Key issues were coping with the change brought about by the 1992 Further and Higher Education Act, funding, and philosophy. No local education authority had a strategy for staff development that encompassed all aspects of learning difficulties provision. Research into the local picture found a variety of groups and organizations that were or would be interested in being involved in training. Findings indicated the following: 6 coordinators and 46 percent of tutors had no specific training for work with adults with learning difficulties; coordinators and 80 percent of tutors could not identify training programs to which they would like access; and the most frequently mentioned content areas for training were behavioral issues, progression, curriculum development, integration, and managing support. (Appendixes include Schedule 2 of the Act, resources and contacts, and 11-item bibliography.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC