PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 1386381

Educating students with mild handicaps in general classrooms: essential teaching practices for general and special educators.

G S Cannon·L Idol·J F West
View original source ↗Export metadata ↓

Abstract

This study was designed to identify and validate essential teaching practices needed by both general and special educators to successfully educate students with mild handicaps in general classrooms. An interdisciplinary panel of 105 experts, evenly divided into university-based and field-based participants from 35 states, identified 96 of 125 practices in six categories as being essential for effective teaching of mainstreamed students with mild handicaps. Based on a two-round Delphi procedure, a substantial majority (82%) of these teaching practices were seen as being essential for both general and special educators across all six rated categories. Panel ratings were significantly higher for special educators than general educators on four of the six categories. No significant differences in ratings were found for university-based versus field-based panelists, or for field-based panelists who were professionals directly involved in elementary or secondary teaching roles versus administrators, supervisors, and consultants. Based on essential teaching practices validated in this study, implications for preservice teacher preparation and staff development programs for general and special educators are discussed.

Explore related subjects

Persons with DisabilitiesEducation, SpecialHumansMainstreaming, EducationSurveys and QuestionnairesTeachingJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

G S Cannon, L Idol, J F West. 1992. Educating students with mild handicaps in general classrooms: essential teaching practices for general and special educators.. https://pubmed.ncbi.nlm.nih.gov/1386381/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2006

On health, ability and activity: comments on some basic notions in the ICF.

PURPOSE: The purpose of this article is to highlight and at the same time criticize the holistic view of health expressed in the "International Classification of Functioning, Disability and Health (ICF)". Particular attention will be paid to the idea suggested in the ICF that not only the ability to perform a specified action but also its actual performance is included in the person's health. My argument intends to show that this is an untenable position. METHOD: The theoretical platform of this paper is philosophical action theory. My argument makes particular use of the distinctions between ability, opportunity, activity and will. My analysis also uses some insights from the contemporary philosophical discussion of health concepts. CONCLUSIONS: Ability (or capacity) and its opposite disability (or incapacity) are essential ingredients in the implicit philosophy of health of the ICF. However, the ICF also puts an emphasis on the actual performance of actions. This is entailed by the performance qualifier that is included in the ICF. I give some arguments for questioning the relevance of this qualifier if it is intended to have a place in the concept of health or have a general function for decisions in health care or rehabilitation. Instead I suggest the introduction of an opportunity qualifier, which could fulfill some of the purposes intended for the performance qualifier.

Persons with Disabilities↗