ERIC Number: ED199213
Record Type: RIE
Publication Date: 1980-Apr-22
Generic Affective Competencies: A Common Bond Between Regular and Special Educators.
Pattavina, Paul; Ramirez, Ramiro R.
The recent integration of learning disabled students into regular classrooms has emphasized the need of the regular classroom teacher to have special education competencies. The implication is that all teachers should attain a certain level of knowledge, skills, and abilities. The Generic Affective Competency (GAC) model identifies how teachers can systematically attend to many issues of behavioral management through specific practices of instruction, interaction, and classroom management. Many of the competencies relate directly to empirical findings from both clinical-experimental and applied educational settings, while others are supported by theoretical constructs and models. The CONSERT inservice training model recognizes and enhances the different abilities, motivations, and perceptions of teachers, rather than standardizing the competencies of school personnel. Four interrelated phases are used in the CONSERT model: (1) awareness activities; (2) instruction in affective skills; (3) demonstration projects and specific skill development; and (4) withdrawal and implementation phase. (FG)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the CEC National Convention (Philadelphia, PA, April 22, 1980).