What can be expected of the regular education teacher? ideals and realities

Rauth, Marilyn

doi:10.1177/074193258100200209

Cited by 5 publications

(3 citation statements)

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“…Do objectives built into the IEP really reflect the content of the curriculum (what is actually taught), or is there a hidden IEP? These and other relevant questions must be answered if we are to be as-sured that IEPs are actually serving the function for which they are intended and not becoming what Rauthe (1981) fears: "mass processing procedures designed for paper compliance rather than for an assurance of meeting individual needs" (p. 35). B…”

Section: Discussionmentioning

confidence: 99%

Individualized Education Programs

Nickles

Cronis

Justen

et al. 1992

Intervention in School and Clinic

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T he Education for all Handicapped Children Act of 1975 (P.L. 94-142) mandates that children with handicaps are to have designed especially for them an Individualized Education Program (IEP) (U.S. Department of Education, 1980). Basically, P.L. 94-142 states that in assessing a child's current level of educational performance, educators should include academic achievement, social/behavioral, and career/ vocational development, as well as basic self-help skills (Ysseldyke & Algozzine, 1982). Special education services are then to use this evaluation to form the IEP, which should clarify, or in some cases remediate, any deficits currently being experienced by a student with a handicap in any of these four skill areas.It is relatively easy to imagine that special emphasis on any of these four skills would vary greatly depending on whether one were working with a student who is visually handicapped versus hearing impaired versus physi-IN SCHOOL AND CLINIC J a m e s L. N i c k l e s , EdD, is currently an assistant professor of special education at The University of South Alabama, Mobile. T e r r y O . Crenis, EdD, is currently departmental chairperson, Department of Special Education, University of South Alabama, Mobile. Joseph E. J u s t e n , III, EdD, is currently a professor of special education at Arkansas State University, Jonesboro. G a r n e t t J* S m i t h , EdD, is currently an assistant professor of special education at the University of Hawaii at Manoa, Honolulu. Address: James L. Nickles, Department of Special Education, University of South Alabama, Mobile, AL 36688.

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Section: Discussionmentioning

confidence: 99%

Individualized Education Programs

Nickles

Cronis

Justen

et al. 1992

Intervention in School and Clinic

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“…À ce sujet, Rauth (1981) rapporte que les recommandations de la loi amé-ricaine "PL 94-142" qui réclame le droit à une éducation de qualité pour les élèves en difficulté, ne sont pas respectées dans la réalité scolaire. Cette auteure dénonce le / fait que les enseignants n'aient pas accès à un appui du personnel spécialisé pour ré- L'analyse de besoins est considérée "comme l'amorce de tout processus de changement" (Nadeau, 1988, p.175).…”

Section: Soutien Des Services Spécialisés Dans Un Contexte De Perfectunclassified

Etude de besoins relatifs au perfectionnement des enseignants du Saguenay en vue de l integration scolaire des eleves mesadaptes socio-affectifs au primaire

Ricard¹

1991

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“…Oppressive paperwork, lack of planning time, and excessive workloads have been noted by Rauth (1981) as limiting teachers' abilities to address the needs of students with special problems. Time loss resulting from TAT utilization impacts not only the carrying out of duties required, but also the actual implementation 'of TAT recommendations and completion of other normal instructional duties.…”

Section: Attitudinal Issuesmentioning

confidence: 99%

The Teacher Assistance Team: A Pre-Referral Support System

Hayek¹

1987

Exceptional

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The national focus in education is toward greater emphasis on remedial programs, concern over student failure, and the classroom teacher's role in effective instructional activities. To address these needs, educational personnel must coordinate their efforts to ensure that all students who are experiencing failure are afforded individualized, supportive instructional alternatives within the regular classroom setting. The utilization of teacher assistance teams is a powerful prototype to accomplish this noble-and attainable-goal of an appropriate education for all.Recent writing has highlighted the need to address the ever widening gap between regular and special education, particularly in response to the burdensome number of children with learning problems in regular and special education (Sheppard, 1987;Lilly, 1987;Hagerty & Abramson, 1987). The urgency of readdressing failure in the regular classroom, and the ability of teachers to meet escalating needs, is exemplified by the current national focus on educational reform, excellence, and accountability (e.g., teacher competency testing). Yet another concern of regular educators seeking supportive educational assistance from special education is that many students do not meet eligibility requirements to receive special services. This problem is national in scope. Therefore, the solution requires a vehicle for change that can be applied to any school in the country.The teacher assistance team (TAT) offers one solution. A pre-referral support system, the TAT is directed at eliminating the gap in services in general education while also "filling in the cracks" through which too many children fall when present methods are unable to facilitate a variety of educational alternatives for them. The TAT represents a step toward meeting the individual needs of each student who experiences educational problems in the regular classroom environment.

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What can be expected of the regular education teacher? ideals and realities

Cited by 5 publications

References 0 publications

Individualized Education Programs

Individualized Education Programs

Etude de besoins relatifs au perfectionnement des enseignants du Saguenay en vue de l integration scolaire des eleves mesadaptes socio-affectifs au primaire

The Teacher Assistance Team: A Pre-Referral Support System

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