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McLeskey, James; Waldron, Nancy L. – Teacher Education and Special Education, 2002
Qualitative methods were used to examine teacher perceptions regarding curriculum and instructional changes made as inclusive programs for students with mild disabilities were developed and implemented in six elementary schools. Teachers reported fundamental changes had occurred related to curricular requirements, instructional methods, methods of…
Descriptors: Curriculum Development, Educational Change, Elementary Education, Elementary School Teachers
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Furey, Eileen M.; Strauch, James D. – Teacher Education and Special Education, 1983
The results indicate that, while there is consonance between the self-perceived skills and knowledge of special educators and how regular educators view them, there is an apparent dissonance between how regular educators view themselves and special educators' perceptions of regular elementary teachers. (Author)
Descriptors: Elementary Education, Knowledge Level, Mild Disabilities, Self Concept
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Waldron, Nancy L.; McLeskey, James; Pacchiano, Debra – Teacher Education and Special Education, 1999
A study interviewed 46 teachers who were teaching in inclusive settings regarding academic achievement, social relationships, and classroom behavior of students with mild disabilities. Teachers perceived students were benefiting from inclusive placements both academically and socially. In addition, fewer students with disabilities manifested…
Descriptors: Academic Achievement, Behavior Problems, Elementary Education, Inclusive Schools
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Nowacek, E. Jane; Blanton, Linda P. – Teacher Education and Special Education, 1996
A study examined whether instruction in collaborative skills and learning characteristics of students with mild disabilities (MD) would influence 17 preservice elementary education teachers' attitudes toward students with MD, knowledge of learning characteristics, and their instructional planning. Results found differences in instructional…
Descriptors: Cognitive Processes, Elementary Education, Instructional Development, Knowledge Base for Teaching
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Bursuck, William D.; Epstein, Michael H. – Teacher Education and Special Education, 1986
A survey of 160 teacher education programs and state certification departments in all 50 states showed a continuing trend for states to establish separate certificates for elementary and secondary level special education teachers along with significant differences in college/university training programs in states that require separate secondary…
Descriptors: Elementary Education, Mild Disabilities, National Surveys, Secondary Education
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Larrivee, Barbara – Teacher Education and Special Education, 1980
The article presents evaluation data on Project RETAP (Regular Education Teachers and Principals), an inservice program focusing on competencies for successful mainstreaming of mildly handicapped students. Findings are reported in terms of teacher and student outcomes based on participation by 25 kindergarten through sixth grade teachers. (CL)
Descriptors: Elementary Education, Evaluation Methods, Inservice Teacher Education, Mainstreaming
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Crain, Emma Jo – Teacher Education and Special Education, 1980
A seven-week summer academic noncategorical training program for special education teachers organized around specific teaching competencies resulted in significant academic gains for 80 mildly handicapped elementary students. (CL)
Descriptors: Academic Achievement, Competency Based Education, Elementary Education, Mild Disabilities
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Clark, Charlotte R.; Bott, Deborah A. – Teacher Education and Special Education, 1991
Issues are discussed that arose in the training and implementation of the Advanced Learning Environments Model (an approach to restructuring educational services to accommodate full-time mainstreaming of most mildly handicapped elementary students) at two sites. A brief description of the model and sites is followed by specific issues. (Author/PB)
Descriptors: Educational Change, Elementary Education, Mainstreaming, Mild Disabilities
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Jones, Eric D.; Krouse, James P. – Teacher Education and Special Education, 1988
Student teachers (N=21) in elementary classrooms for mildly handicapped learners were randomly assigned to training and supervision in either databased problem-solving instructional approaches or conventional treatments. Teachers in the databased condition had significantly greater effects on reading achievement and off-task behavior control. No…
Descriptors: Arithmetic, Diagnostic Teaching, Elementary Education, Higher Education