[Special Education Competencies for Teachers Project]. Introduction. Problems of Teaching Special Education: Performance Competencies.

Sonst. Personen	Stulac, Josef F., II (Hrsg.); Olive, John (Hrsg.)
Institution	Metropolitan Cooperative Educational Service Agency, Atlanta, GA.
Titel	[Special Education Competencies for Teachers Project]. Introduction. Problems of Teaching Special Education: Performance Competencies.
Quelle	(1979), (53 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Competency Based Teacher Education; Course Descriptions; Disabilities; Elementary Secondary Education; Higher Education; Instructional Materials; Special Education; Special Education Teachers; Training Objectives; Workshops + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kursstrukturplan; Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Sonderpädagoge; Lehrer; Training objectiv; Ausbildungsziel; Trainingsziel; Lernwerkstatt; Schulung
Abstract	A course syllabus designed to assist teachers to meet the requirements of the performance assessment of special education competency developed by the Georgia Department of Education is presented. The course is in the form of 10 workshop modules and two workbook activities comprising a total of 50 to 60 hours of instructional time. Following is a list of the objectives for each of the 10 sessions: the teacher will (1) demonstrate a repertoire of teaching methods and techniques; (2) plan instruction to achieve selected objectives, and use instructional techniques and methods related to objectives; (3) obtain and use information about needs and progress of individual learners, organize instruction to take into account individual differences among learners, and refer learners with special problems to specialists; (4) organize time, space, material, and equipment for instruction; (5) demonstrate enthusiasm for teaching and learning and for the subject being taught, and use procedures which involve the student in the learning task; (6) communicate with learners both orally and in writing, and instruct with clarity; (7) demonstrate an understanding of school subject being taught, and adjust instruction to change in conditions; (8) help learners develop positive concepts of themselves, manage classroom interactions, and reinforce and encourage efforts of learners; (9) obtain and use information about effect of instruction; and (10) meet professional responsibilities, and engage in professional self improvement. (PHR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01