Increasing Preservice Curriculum Accountability to Rural Handicapped Populations.

Autor/in	Helge, Doris
Titel	Increasing Preservice Curriculum Accountability to Rural Handicapped Populations.
Quelle	(1981), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Literaurangaben; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Core Curriculum; Curriculum Design; Delivery Systems; Disabilities; Educational Needs; Educational Philosophy; Higher Education; Preservice Teacher Education; Relevance (Education); Rural Areas; Rural Education; Rural Schools; Rural Urban Differences; Special Education; Special Education Teachers; Teacher Education Curriculum + Suchen Sie Ihr Suchwort? Kerncurriculum; Lehrplangestaltung; Auslieferung; Handicap; Behinderung; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Relevance; Relevanz; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Rural areas; School; Schools; Schule; Schulen; Stadt-Land-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	Addressing acute problems in delivery of services to rural handicapped students, the document emphasizes the need for relevant preservice training for special education teachers who will work in rural areas. A list of specific elements for inclusion in a rural-focused curriculum philosophy includes: training students possessing appropriate skills to work with rural handicapped; providing relevant materials across handicapping categories and professional roles; cost-effective use of existing training facilities and resources; a data-based curriculum content; training about local community culture and value systems; preparation for a variety of leadership, service, and support roles; and provision for practica, internships, and job placements. Based on research in over 100 rural districts and cooperatives, input from surveys of university and field personnel, and comprehensive literature reviews, an outline recommends a competency-based teacher training curriculum focusing on: the rural special education context; differences in serving rural vs. urban handicapped students; state of the art of rural special education; effective service delivery systems; alternate (local) resources; working with parents; facilitating interagency and interschool cooperativeness; personal coping skills and professional development; consulting with educators and rural peer professionals; and generic skills. (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01