ERIC Number: ED270956
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
Special Education Categories as Constraints on the Reform of Teacher Education.
The paper considers issues of educational and social reform suggested by the dual systems of teacher education, the preparation of regular teachers and the preparation of special education teachers (particularly those of the mildly handicapped). It is suggested that the existence of two teacher preparation university curricula allows general teacher preparation programs to avoid the responsibility of preparing prospective teachers to accommodate the usual range of students in the classroom and leads to artificial differences in pedagogical function, metacognitive function, and teacher expectations of student learning, despite the considerable overlap in instructional methodologies. The separation of the two disciplines is perceived as preventing regular dialogue on ideological issues between special and general educators at all levels. It is also suggested that this separation has led to the existence of unnecessary federal programs for the preparation of teachers of the mildly handicapped. The internal allocation of resources to the teacher education branch of special education is questioned. It is concluded that special education teacher educators have failed to demonstrate that programs for teachers of the mildly handicapped are unique or to show good reason for their reluctance to identify professionally with teacher education as a whole. (DB)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986).