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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ562605
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0704-7509
Inclusion Training for Pre-Service Teachers--From Theory to Best Classroom Practice.
Carey, Linda K.
B.C. Journal of Special Education, v21 n2 p52-58 1997
Discusses a partnership between Northern Arizona University and a local school district that enables preservice teachers to practice innovative strategies for facilitating inclusion of students with disabilities into general classrooms. Strategies such as cooperative learning, collaborative teaming, peer tutoring, student empowerment, and creative problem solving are discussed. (Author/CR)
Descriptors: Cooperative Learning, Disabilities, Educational Strategies, Elementary Secondary Education, Higher Education, Inclusive Schools, Peer Teaching, Preservice Teacher Education, Problem Solving, Regular and Special Education Relationship, School Districts, Student Empowerment, Student Teachers, Teacher Collaboration, Team Teaching
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Northern Arizona University