Improved Graduate Program To Prepare Special Educators To Support Students with Emotional and Behavioral Disabilities in Regular Education Classrooms. Final Report. Grants for Pre-Service Personnel Training.Reportar como inadecuado




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This report describes the activities and outcomes of a project designed to prepare educational specialists to serve students with serious emotional disturbance effectively within general education settings. The primary goal was to create a concentration within an existing special education graduate program that would train at least 10 students per year though coursework and supervised field practicums. Distance learning technologies were employed in order to increase availability of the program throughout the state. Students in the full degree program were trained in ten competency areas with a major emphasis on understanding and assessing emotional and behavioral disorders, implementing positive behavior supports and prevention strategies, family and interagency collaboration, and social, legal, and policy issues. In addition, many other students throughout the state accessed coursework or portions of the program through continuing education, thus expanding the projects scope. The needs of working professionals were accommodated by using a wide variety of formats for delivering the program. These included distance learning, traditional classroom instruction, small seminars, individualized field-based practicum supervision, weekend and evening classes, and extended credit options. Students were evaluated based on portfolios of products, courses, oral examinations, and interdisciplinary reviews of practicum activities. The appendixes, which comprise the majority of the document include the following: Advisory Council member list; Courses list; Student Products; and Evaluations. (CR)

Descriptors: Behavior Disorders, Behavior Modification, Course Content, Distance Education, Elementary Secondary Education, Emotional Disturbances, Graduate Study, Higher Education, Inclusive Schools, Inservice Teacher Education, Interdisciplinary Approach, Practicums, Preservice Teacher Education, Teacher Education Programs, Teamwork











Autor: Vermont Univ., Burlington. Center on Disability and Community Inclusion.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6800&id=ED468020







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