Continuing Professional Development for Urban Special Educators-Reference-Cited by-同舟云学术

Continuing Professional Development for Urban Special Educators

Published:1993-01 Issue:1 Volume:16 Page:73-82
ISSN:0888-4064
Container-title:Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
language:en
Short-container-title:Teacher Education and Special Education

Author:

Elliott Marjorie A.¹,Jackson Yvette²,Alvarez Carmen³

Affiliation:

1. Quality Improvement Program Plan for Special Educators (QUIPP), New York City Public Schools

2. Division of Instruction and Professional Development, New York City Public Schools

3. United Federation of Teachers, New York, New York

Abstract

In this article we describe the conditions in urban school districts that reflect the change in student populations and the necessary response from professional development initiatives. The Quality Improvement Program Plan (QUIPP) serves as a model professional development program. It promotes and supports the development of programs that meet both individual and school needs. QUIPP provides a variety of options for special education teachers and paraprofessionals that focus on curriculum issues and demonstrates how to apply teaching strategies and modifications more effectively. This program plays a significant role in a centralized system prepared to provide technical assistance to community school districts for the provision of special education instructional services to students with disabilities.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/088840649301600110

Reference28 articles.

1. New morbidity: Implications for prevention of children's disabilities

2. Corrigan, D.C. & Haberman, M. (1990). The context of teacher education. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 195-211). New York: Macmillan.

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