USF St. Petersburg campus Faculty Publications
Helping general educators accommodate students with disabilities.
Document Type
Article
Publication Date
1992
ISSN
0888-4064
Abstract
The College of Education and Allied Professions at the University of North Carolina Charlotte (UNCC), in collaboration with three public school systems, developed a model summer student teaching experience called (REACH) Regular Educators Accommodating Children with Handicaps. REACH focused on the effective instructional accommodation of mainstreamed students with mild disabilities. Three school systems provided sites and Model Clinical Teachers to serve as cooperating teachers for the project during the university summer school session. Nineteen regular education undergraduates were enrolled in the program, and both regular and special education university faculty were involved in supervision and evaluation. During the initial portion of summer school, student teachers participated in an information dissemination course that provided an overview of special education and the underlying conceptual and philosophical base for mainstreaming exceptional students. REACH participants also spent time observing in Model Clinical Teachers' regular classrooms. The remainder of the summer session (4-6 weeks) was spent in classrooms doing typical student teaching activities. Each class included at least one student with special needs, and the student teachers were responsible for all teaching during the last 2 weeks of the experience. Program evaluation results revealed that the positive attitudes of teachers-in-training were maintained after student teaching.
Language
en_US
Publisher
Sage Publications, Inc.
Recommended Citation
Heller, H.W., Spooner, M., Spooner, F. & Algozzine, B. (1992). Helping general educators accommodate students with disabilities. Teacher Education and Special Education, 15(4), 269-274. DOI: 10.1177/088840649201500405
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 Teacher Education and Special Education, 15(4), 269-274. DOI: 10.1177/088840649201500405 Members of the USF System may access the full-text of the article through the authenticated link provided.