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ERIC Number: ED429770
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assisting Preservice Teachers with Special Needs: Four True Stories.
Harrison, Suzanne; Lemke, June
Gonzaga University in Spokane, Washington, developed a preservice teacher education program that holistically assesses the skills of teacher candidates to better identify prospective teachers from underrepresented racial, ethnic, and disability-related groups. Careful attention is paid to the admissions process, and program applicants are assessed with regard to key program themes: reflective thinking, the idea that teaching is interpersonal and professional, the value of developing conflict resolution skills, and the value of multiple perspectives and ways of doing. Students who have self-disclosed their disabilities work with the disabilities services center, and faculty are notified of any students needing accommodations to be successful. Prior to student teaching, candidates must possess a minimum grade point average, acceptable standardized test scores, and three recommendations, and must attend a meeting explaining student teaching and the application process. Teacher education faculty review the skills and abilities of each student teacher candidate. Each student teacher is assigned a university supervisor who observes the student teacher and acts as a liaison between the school and university. A remediation plan is developed for student teachers who have difficulty, and the experience is terminated if competencies in the plan cannot be met. A second chance is given at another site the following semester. The experiences of four student teachers with disabilities are described to show how adaptations, accommodations, or simply a creative look at alternative approaches can create an environment for success. (TD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A