ERIC Number: ED416224
Record Type: RIE
Publication Date: 1982
Generic Curriculum Components in Special Education Teacher Education Programs.
Center, David B.; Obringer, S. J.
A survey was conducted to determine opinions of teacher educators, state directors, and teachers about the generic curriculum components that should be included in preparation for special education. A 25-item survey instrument was constructed and sent to special education department chairpersons at teacher education institutions, state directors of special education, and a random list of 200 special education teachers. Replies were received from 55 department heads, 25 state directors, and 65 teachers. Results of analysis of variance indicated a high degree of agreement among the three groups at the undergraduate level, with significant differences only in two areas. State directors rated learning theory higher than did teachers, and both state directors and teacher educators rated child development higher than did teachers. There was somewhat less agreement among the groups at the graduate level, where 9 of the 25 items were significantly different. Teachers rated legislation/litigation, parent support, personal development, research methods, educational assessment, and early childhood information as less important for teacher training programs at the graduate level than did teacher educators. When there were differences of opinion among the groups, the difference usually was that teachers rated the item as less important than teacher educators. Items rated most highly tended to be topics with direct classroom applications, such as teaching methods, reading, mathematics, language arts, and behavior modification. An appendix lists rank orders of survey items by group. (Contains 7 charts and 17 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A