Models for Coalitions in Special Education Teacher Training [electronic resource] / Maynard C. Reynolds.
The author identifies current trends and forces in special education, reviews models of special education teacher training, and proposes a model voluntary consortium model. The most dramatic development is seen to be the extension by the courts of appropriate education in the least restrictive envir...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1974.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED093122 | ||
| 100 | 1 | |a Reynolds, Maynard C. | |
| 245 | 1 | 0 | |a Models for Coalitions in Special Education Teacher Training |h [electronic resource] / |c Maynard C. Reynolds. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1974. | ||
| 300 | |a 29 p. | ||
| 500 | |a ERIC Document Number: ED093122. | ||
| 500 | |a ERIC Note: Prepared for CBTE Conference in Special Education (Albany, New York, May 1974). |5 ericd. | ||
| 520 | |a The author identifies current trends and forces in special education, reviews models of special education teacher training, and proposes a model voluntary consortium model. The most dramatic development is seen to be the extension by the courts of appropriate education in the least restrictive environment to all handicapped children. Described and rejected are three models of macrosystem teaching training: the Sovietized approach which would involve a highly centralized analysis of needs and allocations, the Institutes of Higher Education Dissemination model which would give colleges and universities the primary training role, and the local needs assessment model which would stress the local education agency as the determiner of needs and distributor of resources. The author prefers the voluntary collaboration model which would involve cooperation among local education agencies, universities, and teacher associations in the planning of training programs. An example of standards in such a program are that existing training centers should take the leadership in defining and distributing training programs so that every child receives services regardless of his location. It is suggested that participation in such a consortium be increased by incentive systems of states and professional organizations. Among criteria given as suitable for evaluating a consortium are increased communication among all units involved. Additional guidelines offered for consortium development includes the avoidance of narrowly based, fixed consortiums that establish territorial rights. (DB) | ||
| 650 | 0 | 7 | |a Conceptual Schemes. |2 ericd. |
| 650 | 1 | 7 | |a Cooperative Programs. |2 ericd. |
| 650 | 0 | 7 | |a Educational Trends. |2 ericd. |
| 650 | 0 | 7 | |a Equal Education. |2 ericd. |
| 650 | 1 | 7 | |a Exceptional Child Education. |2 ericd. |
| 650 | 0 | 7 | |a Guidelines. |2 ericd. |
| 650 | 0 | 7 | |a Handicapped Children. |2 ericd. |
| 650 | 1 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Special Education Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED093122 |h Other scheme |i web |n 1 |