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ERIC Number: ED245438
Record Type: RIE
Publication Date: 1981
Pages: 19
Abstractor: N/A
Reference Count: 0
Recent Graduate's Ratings of Their Training and Current Role in the Education of Mainstreamed Children.
Hohn, Robert L.; Brownlee, Jean
The evaluation of 45 recent bachelor's degree graduates of non special education teacher preparation programs employed questionnaire and interview measures of both teachers and their respective building principals. Teachers were asked to evaluate their pre-service training program in preparing them to teach in mainstreamed classrooms, their own competence in teaching handicapped pupils and their current role in the special education process. Principals independently assessed their teacher's competence, described their view of the teacher's role in the education of the exceptional child and provided suggestions as to what pre-service training should include. Both teachers and principals agreed that there should be greater interaction between prospective teachers and exceptional children during training, particularly through participation in IEP (individualized education program) conferences. Self-ratings of teacher competence were positively correlated with amount of exposure to handicapped children during training. Principal ratings of their teacher's competence validated teacher self-ratings in all categories except that of contributing to IEP conferences. Description of current roles of teachers revealed that principals did not expect their teachers to take an active part in the instruction of exceptional children, relying instead on the special education teacher to administer the IEP. Teachers reported little involvement in the planning, conduct and administration of programs for handicapped learners, other than initial referral. This discrepancy between actual role and expectation of teacher training programs was greatest for secondary level teachers. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A