A graduate course on curriculum and strategies for teaching gifted students was delivered by satellite to three university sites in West Virginia. Telecourse design and procedures, student enrollment, course evaluation, and suggestions for course planning and institutional cooperation are discussed. (Author/SV)

This paper examines issues related to preparing teachers to instruct students with severe disabilities, focusing on the values that drive best practices, the content knowledge that should exist within teacher training programs, and processes that may impart and support the continued application of both values and knowledge. (Author/JDD)

This response to HE 605 536 stresses that true reform of teacher training requires a radical departure from separate departments of education or separate inservice intiatives for classroom teachers and special education teachers. Programs must be developed with a focus on how to handle diversity for whatever material is to be taught. (DB)

Twelve cooperating teachers documented the time they spent with preservice teachers during 11 weeks of student teaching in special education classrooms. Cooperating teachers spent the largest amount of time observing and providing feedback to the student teachers. Cooperating teachers rated planning as most important. (Author/DB)

Summarizes professional issues related to technology and distance education courses and different delivery formats. Typical problems encountered as well as questions that may guide decision making regarding the selection of delivery formats for specific programs are addressed. An example of a distance education course is provided. (Author/CR)

This article traces a personal and professional journal that paralleled the growth and direction of personnel preparation in early childhood special education. The development of a professional identity is discussed, along with future trends toward generalist certification and funding early intervention services through a fee-for-service…

This introductory article describes key factors in teacher preparation and continuing professional development and efforts promulgated by the Council for Exceptional Children on special educator standards and assessments. The need to align standards for state licensing, program accreditation, and national certification is emphasized. The following…

This article describes the teacher education program in special education at the University of Wisconsin-Milwaukee. The program has developed and integrated program standards and accountability into the teacher education curriculum. The process, impact, and challenges of working toward becoming a standards-based teacher education program are…

This article presents outcomes of a 15-month project to integrate portfolios in one undergraduate special education preparation program. The process of defining portfolios, how they will be used, evaluation of portfolios, and the benefits of portfolio use are discussed, along with recommendations for future research on the efficacy of portfolios.…

Fifty-eight special education teacher preparation programs participated in this study which examined: (1) existing practices, policies, and levels of satisfaction about special education teacher program assessment activities and (2) methods used to assess student learning outcomes and faculty effectiveness. Internal and external program and…

The author recounts his experience as a Fulbright Scholar in the Department of Special Education at National Changhua University of Education (NCUE) in Changhua, Taiwan, during the fall of 2003. Several aspects of his experience are highlighted, including teaching foreign college students, learning Mandarin, conducting workshops, and consulting…

This survey evaluated the attitudes of college juniors and seniors in both regular education (n=20 students) and special education (n=24 students) teacher education programs at Bowling Green State University (Ohio), concerning the inclusion of all students in the regular classroom. Results indicated similar attitudes for both groups. All…

This paper reports on efforts of several states in the southern United States (Alabama, Florida, South Carolina, Texas, and Virginia) to respond to the mandate for training early childhood special education professionals. The paper describes how teacher certification standards are being met in these states and examines the role of the state…

The paper considers issues of educational and social reform suggested by the dual systems of teacher education, the preparation of regular teachers and the preparation of special education teachers (particularly those of the mildly handicapped). It is suggested that the existence of two teacher preparation university curricula allows general…

A 5 day course was developed to train teachers at the Instituto Neurologico (Guatemala), a day school for about 50 children (aged 3 to 16) considered to be learning handicapped and educationally or trainably retarded. The course addressed five topics (one each day): special education, class routines and schedules, classroom management, evaluating…