Title

How prepared are our teachers for mainstreamed classroom settings?: A survey of postsecondary schools of education in New York State.

SelectedWorks Author Profiles:

V. Mark Durand

Document Type

Article

Publication Date

1992

Date Issued

January 1992

Date Available

April 2013

ISSN

0014-4029

Abstract

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.

Comments

Abstract only. Full-text article is available only through licensed access provided by the publisher. Published in Exceptional Children, 59, 6-11.

Language

en_US

Publisher

Council for Exceptional Children. Division on Career Development and Transition

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.