Building Capacity for Change. A Final Report.

Autor/inn/en	Ferguson, Dianne L.; Ferguson, Philip M.
Institution	Oregon Univ., Eugene. Specialized Training Programs.
Titel	Building Capacity for Change. A Final Report.
Quelle	(1996), (113 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Course Content; Developmental Disabilities; Educational Change; Elementary Secondary Education; Graduate Study; Higher Education; Inclusive Schools; Inservice Teacher Education; Interdisciplinary Approach; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; Participant Satisfaction; Preservice Teacher Education; Program Evaluation; Regular and Special Education Relationship; Severe Disabilities; Teacher Collaboration + Suchen Sie Ihr Suchwort? Lösungsstrategie; Kursprogramm; Entwicklungsstörung; Bildungsreform; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inclusive school; Integrative Schule; Lehrerfortbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Severe disability; Schwerbehinderung; Lehrerkooperation
Abstract	This final report describes a federally supported project which provided a year-long professional development program for general and special educators and family members on the inclusion of all students in general education, including students with severe developmental disabilities. Four graduate level courses were developed which covered curriculum planning for students with severe disabilities, classroom management and program improvement, and the role of families in bringing school inclusion to the community. The project provided fellowships to up to 20 preservice or inservice teachers or parents each year, who attended the program with up to 55 other students. The courses stressed: (1) the merging of general and special education knowledge and instructional strategies; (2) the merging of the perspectives of preservice and inservice teacher education and professional development; and (3) the merging of the perspectives and skills of both family members and professionals. Evaluation by participants indicated that the project led to the development of new group practices and professional partnerships; a commitment to ongoing professional development; and a ripple effect extending into participants' schools, districts, and communities. Individual sections of the report describe the project's purpose, design, accomplishments, and impact. Attachments to the report include an interview guide, course syllabi, a professional development planning log, and a recruitment brochure. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01