Preparing Teachers for Urban Students Who Have Been Labeled as Having Special Needs

Autor/inn/en	Banks, Tachelle; Obiakor, Festus; Algozzine, Bob
Titel	Preparing Teachers for Urban Students Who Have Been Labeled as Having Special Needs
Quelle	In: Multicultural Learning and Teaching, 8 (2013) 1, S.155-170 (16 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.1515/mlt-2013-0004
Schlagwörter	Urban Education; Urban Teaching; Labeling (of Persons); Special Education; Special Needs Students; Public Schools; Urban Schools; Teacher Education; Teacher Education Programs; Regular and Special Education Relationship; Cultural Differences; New York (New York) + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Urban education; Labeling-Ansatz; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied
Abstract	Preparing teachers to work in urban public schools--and to remain there--is a daunting challenge. In an age plagued with the overrepresentation of culturally and linguistically diverse (CLD) students placed in special education programs, it is important that teacher preparation programs within the field of special education devote attention to the devastating effects of deficit thinking. The current focus on the achievement gap and poor graduation rates has highlighted the challenges facing urban schools and their teachers in our nation. Many colleges and universities have ill-prepared or unprepared to work with CLD students in general and special education. This article discusses how teachers and service providers can be prepared to work with urban children and youth with and without special needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01