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ERIC Number: ED405718
Record Type: Non-Journal
Publication Date: 1996
Pages: 53
Abstractor: N/A
Reference Count: N/A
From "Special" Educators to Educators: The Case for Mixed Ability Groups of Teachers in Restructured Schools.
Ferguson, Dianne L.; And Others
This analysis of the changing role of the special educator to that of the inclusion specialist reviews the logic of these changes, presents results of research on the role of the inclusion specialist, analyzes the limitations of these changing roles, and presents an alternative view of professional roles in which teachers share the teaching of a mixed-ability group. The paper begins by reviewing the changing role of the special educator and contrasting it to the new role of the inclusion specialist in theory and in practice. Results of interviews with 19 inclusion specialists are summarized in a description of three roles: "the teacher with an empty classroom,""the teacher without a classroom," and "the teacher of teachers." Limitations of the specialist role are identified, including logistical problems, the personal loss of less contact with children, and the negative effects of the "expert" role. The proposed mixed-ability teaching group involves shifting from a reliance on individual practice to a reliance on group practice, from a focus on teaching to a focus on learning, and from special educators' efforts to "reform" general education to more fundamental collective efforts to restructure education. (Contains 79 references.) (DB)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A