[Training Teachers to Apply Teaching Behaviors Which Provide for the Successful Integration of the Mildly Handicapped. Identifying Effective Teaching Behaviors for Mainstreaming. Research Report.] [electronic resource] / Barbara Larrivee and Janet M. Vacca.
Nine documents report on activities of Project RETAP (Regular Education Teachers and Principals), an inservice training program which focuses on the development of teacher competencies necessary for the successful integration of the mildly handicapped child. The ultimate goal of the project is the a...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| Summary: | Nine documents report on activities of Project RETAP (Regular Education Teachers and Principals), an inservice training program which focuses on the development of teacher competencies necessary for the successful integration of the mildly handicapped child. The ultimate goal of the project is the assimilation and overt application of a variety of psychoeducational techniques and curricular approaches, which would provide a supportive learning environment for the exceptional child. "Assessing the Impact of an Intensive Inservice Training Model on Regular Teachers and Mainstreamed Students" is a research report on the effectiveness of Project RETAP in terms of affective and cognitive student outcomes and attitudinal and behavioral teacher outcomes. Findings from data on 27 kindergarten through sixth grade regular classroom teachers show that teachers receiving comprehensive training were able to bring about positive growth for mainstreamed students while simultaneously accomplishing similar gains for all their students. Seventy competencies important for teaching special needs students are identified in "Identifying Effective Teaching Behaviors for Mainstreaming." The instruments used to obtain the 70 variables are explained and samples are offered in "Instrumentation for Data Collection." It is noted that from classroom observation instruments, teacher daily record instruments, teacher self report instruments, and interview instruments, variables were identified and conceptualized within a framework of seven categories: classroom management, questioning style, academic learning time, individualization, teaching style, classroom climate, and attitudinal variables. Results of two more studies are reported in "A Comparison of Academic Learning Time (ALT) for Mainstreamed, Low, Average, and High Ability Students" and "Identifying Teachers Effective with Special Needs Students in the Regular Classroom Setting." Another document contains "Descriptive Tables for Specified Teaching Behaviors of Selected Effective Teachers." Two additional research reports are included which are entitled "Data Summary for the Identified Effective Teaching Behaviors for Mainstreaming" and "Effective Teaching Behaviors for Mainstreaming--A Descriptive Teacher Profile." A final performance report is offered for the validation phase of Project RETAP. Tables with statistical data are given. (SW) |
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| Item Description: | ERIC Document Number: ED222036. Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Contract Number: G007500999. Contract Number: G007801424. ERIC Note: Nine documents, published between 1979 and 1982, have been combined as one report. Educational level discussed: Elementary Education. Also distributed on microfiche by U.S. GPO under ED 1.310/2:222036. |
| Physical Description: | 369 p. |