A model for examining teacher preparation curricula for inclusion.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ceola Ross Baber (Creator)
Jewell E. Cooper, Associate Professor (Creator)
Stephanie A. Kurtts, Professor (Creator)
Ada L Vallecorsa, Associate Dean for Operations (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: There is an increasing need for highly qualified teachers as described by the current legislation in No Child Left Behind (2002). Since this legislative mandate has been enforced, recent initiatives have signaled teacher education programs to examine performance standards in demonstrating preparation of effective teachers for diverse learners. The total number of children with disabilities served over the past eight years has increased at an average of 3.4% each year (Katsiyannis, Zhang, & Conroy, 2003; U.S. Department of Education, 2003). With over 6,000,000 children receiving services across the country, the increased need for well-prepared teachers is critical. Data on increasing teacher shortages in special education (U.S. Department of Education, 2003; Veneri, 1999), as well as a number of studies have amplified various aspects of this dilemma, including causes and possible remedies (Billingsley, 2004; Boe, Cook, Bobbitt, & Terhanian, 1998; Brownell, Bishop, & Sindelar, 2005; Counterpoint, 1999; Menlove, Games, & Galzberg, 2004).

Additional Information

Teacher Education Quarterly, 35(4), 155-176.
Language: English
Date: 2008
Teacher education, Inclusive, Education, Teaching philosophy

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