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ERIC Number: ED401673
Record Type: RIE
Publication Date: 1996
Pages: 93
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Interpretative Skills of Preservice Teachers for Modifying Curriculum To Improve Instruction for Young Special Needs Students Placed within Inclusive Education Settings.
Castle, Sally L.
This practicum was designed to improve the interpretative skills of 50 preservice teachers enrolled in the early childhood teacher education program, to enable them to modify the curriculum to improve instruction for students with special needs placed in inclusive education settings. The preservice teachers lacked the ability to design appropriate learning environments with adaptations, modify curricula, gather appropriate facts from observations, and write modified lesson plans. Several strategies were used, including: (1) training in special adaptations and modifications for improving instruction; (2) training in creating a modified curriculum web; (3) incorporating interdisciplinary team training into the early childhood course; (4) improving observation skills for interpreting information for modifying lesson plans; (5) providing information on inclusive education models; and (6) using study circles. The strategies resulted in the preservice teachers' ability to create a modified curriculum web based on developmentally appropriate practices; to develop a 3-week instruction plan based on information obtained from an interdisciplinary team meeting report; to use observations skills for obtaining facts to help write a modified lesson plan; and to write journal abstracts on articles pertaining to curriculum modification for young special needs students. (Contains 40 references.) (CR)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova Southeastern University.