Clinical Experiences for Mainstreaming: The State of the Art.

Autor/in	Reynolds, Maynard C.
Titel	Clinical Experiences for Mainstreaming: The State of the Art.
Quelle	(1978), (11 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Practices; Educational Responsibility; Field Experience Programs; Handicapped Children; Mainstreaming; Needs Assessment; Preservice Teacher Education; Program Development; State of the Art Reviews; Trend Analysis + Suchen Sie Ihr Suchwort? Bildungspraxis; Erziehungsverantwortung; Praxisnahes Lernen; Bedarfsermittlung; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Entwicklungsstand; Trendanalyse
Abstract	Regular class placement, or mainstreaming, of handicapped children is examined from three aspects, and a number of implications are noted for the clinical portion of preservice teacher preparation programs, with the observation that such programs are lagging behind educational practice in meeting the needs of handicapped children. Examined as aspects of mainstreaming affecting clinical experiences are: decentralization (the capacity of every school and classroom to deal with exceptionality); explicit planning (the preparation of individualized educational plans for each child classified as handicapped); and ecology (consideration of classroom, school, and family situation as they affect the child's learning program). Particular trends and principles under each of these headings are discussed. Implications for the clinical aspect of teacher preparation are seen as including: (1) direct experience with exceptional students; (2) development of consultation skills; (3) development of clinical skills in dealing with parent conferences; (4) interaction among teacher training programs and other school personnel preparation programs; (5) better preparation for systematic management of instruction; (6) development of skills in the details of individualized assessment and instructional planning; and (7) development of understanding and skills in dealing with the formal and legal aspects of due process in education. (MJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC