ERIC Number: ED420983
Record Type: RIE
Publication Date: 1997
Supportive School and Community Education Program: Preparing Supportive Educators for Students with Low Incidence and Severe Disabilities. Final Report. Executive Summary.
Ferguson, Dianne L.; Ralph, Ginevra
This document summarizes the final accomplishments of the Supportive School and Community Education Program (SSCE), which was designed to prepare supportive educators for students with low incidence and severe disabilities. The SSCE was awarded a federal grant for a four-year period, 1992-96, to expand an established preservice preparation program. The program targeted recruitment among two groups: (1) educators working in general or special education who were underqualified to serve students with low incidence severe disabilities, and (2) persons of color, disability, and cultural difference who have been traditionally underrepresented in the teaching profession. Over the four years, the program provided full or partial support for 57 students for training as classroom teachers and educators serving in the emerging field of itinerant support consultants. In addition, 247 students participated in SSCE coursework and activities. The report presents an overview of the project objectives and activities and a narrative description of particular areas of accomplishment, and provides a summary of accomplishments in all areas. Attachments include a continuing professional development task log and task description, practicum evaluation forms, a work sample guide and score guides, and articles on the challenges of inclusion and the changing role of special educators. (CR)
Descriptors: Educational Change, Elementary Secondary Education, Higher Education, Inclusive Schools, Minority Group Teachers, Paraprofessional School Personnel, Preservice Teacher Education, Professional Development, Severe Disabilities, Teacher Education, Teacher Recruitment, Teacher Role, Training Methods
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center on Human Development.
Grant or Contract Numbers: N/A