A major challenge for the special education faculty was how to prepare teachers and other educational personnel to meet the needs of all children in the next millennium. Our practice had been successful with children in self-contained, isolated settings but would not meet diverse children's needs in settings such as general education classrooms. The faculty was charged to identify a vision within and across special education certification areas, and for services to children across the developmental contexts. Prior to 1985 the Special Education Program consisted of 12 full-time faculty members, two part-time faculty members who shared appointments with other colleges in the university, and one faculty member who had a full-time appointment at the Cincinnati Center for Developmental Disorders teaching the equivalent of one course per quarter for special education. The Special Education Program was housed in the Department of Early Childhood and Special Education. Programs of study associated with Ohio certification areas were independent of each other and of other teacller education programs in the college: two undergraduate teacher education programs in the areas of multiple disabilities and developmental disabilities (the Ohio category FOCUSOfl Exce_ntional children ISSN 0015-51 IX FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children. This publication is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly Current Index to Journals in Education (CIJE) and the quarterly index, Exceptional Children Education Resources (ECER). The full text of Focus on Exceptional Children is also available in the electronic versions of the Education Index.
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A major challenge for the special education faculty was how to prepare teachers and other educational personnel to meet the needs of all children in the next millennium. Our practice had been successful with children in self-contained, isolated settings but would not meet diverse children's needs in settings such as general education classrooms. The faculty was charged to identify a vision within and across special education certification areas, and for services to children across the developmental contexts. Prior to 1985 the Special Education Program consisted of 12 full-time faculty members, two part-time faculty members who shared appointments with other colleges in the university, and one faculty member who had a full-time appointment at the Cincinnati Center for Developmental Disorders teaching the equivalent of one course per quarter for special education. The Special Education Program was housed in the Department of Early Childhood and Special Education. Programs of study associated with Ohio certification areas were independent of each other and of other teacller education programs in the college: two undergraduate teacher education programs in the areas of multiple disabilities and developmental disabilities (the Ohio category FOCUSOfl Exce_ntional children ISSN 0015-51 IX FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children. This publication is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly Current Index to Journals in Education (CIJE) and the quarterly index, Exceptional Children Education Resources (ECER). The full text of Focus on Exceptional Children is also available in the electronic versions of the Education Index.
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