ERIC Number: ED337305
Record Type: RIE
Publication Date: 1990-Mar
Reference Count: N/A
Special Education Teacher Training To Prevent Minority School Dropouts in Rural Areas.
Reiff, Henry B.; And Others
Minority group students are disproportionately represented in special education programs and have alarmingly high dropout rates. In rural Louisiana, special educators must cope with teaching a population that is poor, ethnically diverse, and somewhat isolated from mainstream America. An assessment instrument designed to identify training needs of rural special educators of minority children was completed by 101 special education teachers and administrators in rural Louisiana parishes. Using a 4-point Likert-type scale, respondents rated the quality of their preservice training in 18 areas and the importance of teacher competency in 20 areas. Responses overwhelmingly indicated that specialized teacher training is vital for educating and retaining minority students. Respondents believed that effective teacher training should address minority learning styles, linguistic and communication variations, behavioral characteristics, value differences, parent involvement, and the impact of poverty on academic performance. Additionally, the low ranking by respondents of some needs (such as skills in working with minority communities) suggests the need to expand the knowledge base and experiences of these special educators. This paper contains 38 references, the needs assessment instrument, and a table of results. (SV)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Identifiers: Louisiana; Teacher Competencies
Note: Paper presented at the Rural Education Symposium of the American Council on Rural Special Education and the National Rural and Small Schools Consortium (Tucson, AZ, March 18-22, 1990). Best copy available.