This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide. The analysis revealed that intense, elaborated adaptations were developed as a result of the feedback. The participants also completed the Case On-Line Project Survey and a written reflection regarding their perceptions of the project and its outcomes.
Credential ProgramC alifornia's urban centers are experiencing a crisis in special education. Today, the shortage of qualified special education teachers is so great that any willing person with a bachelor's degree can be placed in the special education classroom on an emergency credential, further perpetuating the cycle of failure. Since 1990, California has experienced a 404% increase in the number of personnel teaching without appropriate credentials (California Department of Education, 2000). As a result of the demand for teachers, most university training programs are faced with on-the-job credential candidates teaching in extremely complex and difficult situations. These untrained teachers, dealing with stark reality every day, need current, efficient, relevant, and timely instruction with significant school district and university support. The
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