Perspectives on the Integration of Regular and Special Education: Eliminating the Knowledge Dichotomy at the University Level.

Sonst. Personen	Aldinger, Loviah E. (Hrsg.)
Institution	Toledo Univ., OH. Coll. of Education and Allied Professions.
Titel	Perspectives on the Integration of Regular and Special Education: Eliminating the Knowledge Dichotomy at the University Level.
Quelle	(1983), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Disabilities; Equal Education; Individualized Instruction; Mainstreaming; Preservice Teacher Education; Socialization + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Individualisierender Unterricht; Lehramtsstudiengang; Lehrerausbildung; Socialisation; Sozialisation
Abstract	Five papers describe ways to integrate knowledge from regular and special education at the university level. L. Hudson and M. Carroll ("The Preservice Teacher Experiences Variation in the Meaning Making of Handicapped and Nonhandicapped Learners") review adaptations in a competency based teacher education program to include information on high incidence handicapping conditions and simulation activities. "A Critique of Present Methods of Teaching Remedial Mathematics" by G. Shirk and R. Geiman proposes an alternate approach which features ongoing diagnosis, evaluation of learning processes and consideration of preferred modes of input. In "Public Law 94-142: Equal Educational Opportunity at Last?" S. Snyder traces the American concern with common schooling. Implementaion of mainstreaming is the topic of the final two papers: "Individualizing Group Instruction in the Regular Classroom: A Mandate for Secondary Teachers" by C. Warger and M. Henning, and "Socialization as a Goal of Mainstreaming" by J. Ahern. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01