Affiliation:
1. Department of Counseling and Specialized Educational
Development at the University of North Carolina at Greenboro
Abstract
In order to prepare special educators to work effectively in a changing field, training programs must address more than the typical competencies associated with teacher preparation in special education. It is important that special educators learn to be professionals who can correct, evaluate, and teach themselves. Moreover, they must learn to routinely apply research principles in their daily activities. This paper describes an approach to training that is sensitive to these concerns and shows how these competencies can be addressed in a training program.
Cited by
4 articles.
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1. The Research to Practice Gap in Special Education;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;2001-10
2. Contributions of Jack Bardon to professional school psychology;Journal of School Psychology;1997-09
3. The Impact of Formative and Summative Assessment Upon Test Performance of Special Education Majors;Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children;1990-01
4. The Role of Theory in the Preparation of Professionals in Early Childhood Special Education;Topics in Early Childhood Special Education;1987-10