ERIC Number: ED381322
Record Type: Non-Journal
Publication Date: 1995-Mar
Reference Count: N/A
Including General Educators in Inclusion.
Miller, Kevin J.; Savage, Luise B.
A program developed at West Virginia University trains special education teachers to be collaborative consultants to general educators implementing inclusive education. From 1991 to 1994, 30 special education teachers completed requirements in two areas of specialization for teaching students with mild disabilities. In addition, they completed a 10-week internship that included working with general educators in interactive teams to facilitate the inclusion of special needs students in the regular classroom. Over the course of the project, approximately 135 general education teachers and 10 administrators in northern West Virginia were involved in teaming and staff development focusing on the curricular needs and behavior management of mildly disabled students. Participating general educators registered for a three-credit seminar that took place at their home school. The seminars met on a weekly basis and focused on discussion of problem students. In addition, general educators kept a daily log of team activities, cooperative teaching, and collaboration with the special education intern. Pretest/posttest measurements of general educators' attitudes toward inclusive education and teacher collaboration revealed positive changes. Results suggest that when general education teachers are provided training and supportive services from a collaborative consultant, their attitudes, skills, and willingness to participate in collaborative interactions involving inclusion of disabled students can be positively influenced. (LP)
Descriptors: Educational Change, Elementary Secondary Education, Higher Education, Inclusive Schools, Inservice Teacher Education, Mainstreaming, Program Evaluation, Regular and Special Education Relationship, Rural Education, Special Education Teachers, Teacher Attitudes, Teacher Interns, Team Teaching
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A