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As schools attempt to accommodate an increasing range of students with disabilities, linguistic differences, or other unique requirements, teachers worry about their preparation to deal with these differences. General education teachers do not always have the necessary background. Special education teachers may have only limited knowledge about the general curriculum and general education teaching practices. Two options are possible to solve this dilemma: (1) hybrid teachers with the capacity to work with general and special education students because of their training in both fields; and (2) to make groups of teachers collectively responsible for groups of diverse learners. A key feature of mixed-ability grouping practice is that teachers share working with all children and youth as part of a team. (SLD)

Descriptors: Disabilities, Elementary Secondary Education, Inclusive Schools, Knowledge Base for Teaching, Limited English Speaking, Mainstreaming, Regular and Special Education Relationship, Teacher Education, Teacher Qualifications, Urban Education, Urban Schools

For full text: (in English or Spanish).









Autor: Ferguson, Dianne L.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9271&id=ED437471







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