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Source
| Journal of Staff Development | 7 |
Author
| Aldinger, Loviah E. | 1 |
| Dickie, Daun C. | 1 |
| Gatejen, JoAnne | 1 |
| Irby, Sara | 1 |
| Jacoby, Barbara C. | 1 |
| Johnson, David W. | 1 |
| Johnson, Roger T. | 1 |
| Luth, Frank | 1 |
| Stokes, Shari | 1 |
| Wolf, Steven | 1 |
Publication Type
| Journal Articles | 7 |
| Reports - Descriptive | 6 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
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| Practitioners | 2 |
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Peer reviewedLuth, Frank; Irby, Sara – Journal of Staff Development, 1981
A staff development model on the topic of mainstreaming was designed around three components: workshops, technical assistance, and program visitations. Evaluation data collected from each component indicated that feedback from the staff concerning the work of consultants needs to be shared with the principal. (JN)
Descriptors: Consultants, Feedback, Inservice Teacher Education, Mainstreaming
Peer reviewedJohnson, Roger T.; Johnson, David W. – Journal of Staff Development, 1981
The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…
Descriptors: Classroom Techniques, Disabilities, Group Dynamics, Individual Instruction
Peer reviewedDickie, Daun C.; Jacoby, Barbara C. – Journal of Staff Development, 1981
A model of the inservice training of classroom teachers for mainstreaming handicapped children is presented. The materials used in the program provide information about handicapping conditions as well as curriculum and behavior management styles. (JN)
Descriptors: Classroom Techniques, Individualized Instruction, Inservice Teacher Education, Learning Centers (Classroom)
Peer reviewedStokes, Shari – Journal of Staff Development, 1981
A model of inservice training for teachers of mainstreamed students focuses on the development of a multidisciplinary staff support team which provides consultation to the staff members of a school. The establishment of building-based teams, types of assistance, administrative support, and accessibility of service are detailed. (JN)
Descriptors: Consultants, Cooperative Planning, Helping Relationship, Inservice Teacher Education
Peer reviewedWolf, Steven – Journal of Staff Development, 1981
A model of staff development is presented which applies inservice education methods to the special conditions of rural Alaska. An individualized, field-based training program is cooperatively planned with those receiving the training. Ultimately, each trainee constructs an implementation plan. A follow-up assesses whether the program objectives…
Descriptors: Individualized Instruction, Inservice Teacher Education, Mainstreaming, Management Development
Peer reviewedGatejen, JoAnne; And Others – Journal of Staff Development, 1981
Project AIM/LOFT (Accommodative Instructional Management/Learning Opportunities for Teachers) is a staff development training program that uses special instructional materials. The five-part staff development project includes: (1) intensive competency-based training; (2) in-class follow-up training; (3) action labs; (4) training in team dynamics;…
Descriptors: Competency Based Teacher Education, Elementary School Teachers, Individualized Instruction, Inservice Teacher Education
Peer reviewedAldinger, Loviah E.; And Others – Journal of Staff Development, 1989
This article discusses ways in which an individualized and collaborative model of staff development can prepare both general and special education teachers to make instructional adaptations to meet the needs of mainstreamed students. Expert systems can support individualized staff development and aid in placement and followup of mainstreamed…
Descriptors: Collegiality, Computer Uses in Education, Cooperation, Disabilities
