The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The literature on in-service training needs of regular teachers teaching handicapped children in the mainstream is reviewed and a proposal…

For part one, see CE 501 730.

A second article on the Multiple Alternatives Program (MAP) analyzes the effects of MAP on the attitudes and self-concept of the participants. The statistically significant findings indicate a more favorable attitude toward higher education among MAP participants than the control group but no differences in self-concept between the two groups. (AG)

Paper describes a preservice curriculum in human relations for the classroom teacher. (Author)

The Norfolk/Chesapeake Teacher Corps Project developed a special component which focused on helping teachers and interns become sensitive to the needs of exceptional children and on helping them master competencies required to individualize instruction in the regular classroom for children without severe handicaps. (Author/JA)

Part of a series of materials for Child Development Associate (CDA) trainees, this manual focuses on nutrition. When trainees successfully complete this curriculum, they are considered able to meet a number of objectives concerning nutrition. These objectives include abilities to (1) plan balanced meals for preschool children; (2) provide children…

This paper gives an overview of issues related to language assessment of prospective bilingual education teachers who are enrolled in postsecondary institutions. The review indicates that, generally, little has been done on the establishment of entry/exit level criteria for language assessment. Where criteria exist, they are viewed in terms of the…

Divided into two parts, this document provides guidelines for planning performance-based instruction. Part 1 deals with the general elements of instructional planning--those decisions which should be made before a lesson plan is written. The following five chapters are included in part 1: (1) Introduction to Instructional Planning; (2) Planning…

A unifying set of pedagogical criteria which would establish an objective basis for a staff development needs assessment is outlined. Generic teaching skills are identified: diagnosis, prescription, classroom management, use of instructional materials and resources, and human relations. Specific skills in the instruction of mathematics, reading,…

A post-baccalaureate, single-subject program for future secondary school teachers is described. This program contains the following features: (1) it is operated by a team composed of a teacher education department leader, faculty from other departments, master teachers, administrators, community persons, and candidates for the teaching profession;…

An assessment instrument to evaluate the competency of speech language pathologists, developed by the Special Education Competencies for Teachers Project, is presented. The instrument was developed by a committee of concerned educators, and a survey of Georgia special education directors, speech language pathologists, and a 10% sampling of…

The report documents a task oriented workshop on the training of personnel in bilingual/bicultural special education. Chapter 1 contains workshop presentations with the following titles and authors: "Introduction and Biographical Information"; "Some Considerations in Second Language Learning" (T. Z. Park); "Improving Services to Hispanic Hearing…

The two principal types of teacher education models--traditional (competency-based) and humanistic--are reviewed as they relate to the training of the foreign language teacher. A synthesized model of conventional second language teacher programs is set forth. Competency-based and performance-based models are described as interim structurings of…