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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ441304
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0271-1214
Segregated Programs of Teacher Education in Early Childhood: Immoral and Inefficient Practice.
Miller, Patricia S.
Topics in Early Childhood Special Education, v11 n4 p39-52 Win 1992
The philosophical, legal, moral, economic, and empirical bases supporting educating teachers to teach both typically and atypically developing infants, toddlers, and preschoolers and to work with their families are presented. Content for such integrated teacher education curricula and certification standards are recommended. Efforts by Massachusetts, North Carolina, and Kentucky in this direction are noted. (Author/DB)
Descriptors: At Risk Persons, Course Content, Curriculum, Disabilities, Early Childhood Education, Early Intervention, Educational Philosophy, Higher Education, Infants, Integrated Activities, Interdisciplinary Approach, Preservice Teacher Education, Special Education, Special Education Teachers, Standards, State Standards, Teacher Certification, Teacher Education, Teacher Education Programs, Toddlers
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Kentucky; Massachusetts; North Carolina
Note: Theme Issue: Controversies in Early Intervention: Part I.