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ERIC Number: ED155130
Record Type: RIE
Publication Date: 1977
Pages: 20
Abstractor: N/A
Reference Count: 0
Boston College's Integrated Curriculum. Preserving the Past, Responding to the Present, Anticipating the Future.
Przewlocki, Lester E.
Recent legislation requiring schools to include handicapped children in the regular classroom when feasible has placed responsibility for the proper training of teachers in the field of special education in the hands of colleges of education. Boston College has developed a program for the training of students preparing to teach in the elementary grades. This "Integrated Curriculum" is a master plan for an individualized undergraduate learning experience. A solid foundation in the liberal arts, a strong component of professional courses, a sequence of field-based professional experiences, and training in alternative areas of specialization have been combined to enable students to meet established certification requirements and also to develop expertise in emerging areas where licensure requirements have yet to be determined. Goals of this program are identified as: (1) to increase the ability of the regular class teacher to meet the needs of mildly handicapped children in the regular classroom; (2) to retrain undergraduate faculty to provide them with skills for ultimate transmittal to students; (3) to develop an elementary teacher training program based on competencies validated as essential through a survey of field practice sites; (4) to increase career alternatives for education students; (5) to establish ties with a wide range of human services organizations as potential practical sites for students not wishing to teach but wishing to remain in the broader range of human services; and (6) to establish a system of open communications with present field sites so continual input into the needs of practitioners will be assured thereby enhancing relevant changes in both graduate and inservice programing. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A