USF St. Petersburg campus Faculty Publications
How prepared are our teachers for mainstreamed classroom settings?: A survey of postsecondary schools of education in New York State.
Document Type
Article
Publication Date
1992
ISSN
0014-4029
Abstract
This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.
Language
en_US
Publisher
Council for Exceptional Children. Division on Career Development and Transition
Recommended Citation
Kearney, C.A., & Durand, V.M. (1992). How prepared are our teachers for mainstreamed classroom settings?: A survey of postsecondary schools of education in New York State. Exceptional Children, 59, 6-11.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Abstract only. Full-text article is available only through licensed access provided by the publisher. Published in Exceptional Children, 59, 6-11.