This directory of university and college programs for personnel in deafness lists, alphabetically by state, programs for training teachers, programs for training professional specialists, and programs for training interpreters. Complete contact information (names, addresses, telephone numbers, e-mail, Web site) is provided. (DB)

Describes Project CASELINK, a project that uses a problem-based learning perspective to design and develop eight interactive multimedia modules on the Internet to augment introductory courses in special education anywhere in the nation. Addresses how and why interactive, multimedia, and distance-learning technologies are used. (Author/CR)

This annual directory lists university and college programs for personnel in deafness including programs for training teachers, programs for professional specialists, and programs for training interpreters. Listings typically include program name, location, contact person, level, and enrollment. (DB)

This directory provides information on training programs for personnel in deafness including teachers of the hearing impaired, professional specialists in hearing impairment (rehabilitation counselors, psychologists, audiologists, media personnel and others), and interpreters. Within each broad category, programs are listed alphabetically by state…

Compares two studies of service learning: a case study of a beginning special education teacher who implemented service-learning, and the results of a survey of graduates of a teacher training program who were asked about the extent to which they transferred their knowledge of service-learning to their classroom practice. (Contains 11 references.)…

Reviews a series of service-learning programs implemented over a four-year period by special education teachers enrolled at California Lutheran University's preservice graduate program. Finds that an increasing number of these programs involved students with special needs in the service learning projects. These "reciprocal empowerment"…

The University of Nebraska (with the help of the University of Northern Colorado) has established a program to provide practicing teachers with training qualifying them for the teaching certificate endorsement for teaching the visually handicapped. The program was especially designed to fill a state need for teachers of the visually handicapped…

The study was designed to increase 88 teacher trainees' generation of inferring and problem solving questions and elicitation of appropriate responses from educationally handicapped students. Teacher trainees participated in one of five groups: (1) anticipating videotapes, (2) coding videotapes, (3) anticipating written version, (4) coding written…

The document focuses on the impact of the cooperating teacher on the attitudes and behavior of the student special education teacher. The need for reform in teacher education which would produce more field based teacher training experience earlier is pointed out, and components of the Millersville State College (PA) undergraduate special education…

The author focuses on the role of the teacher of the handicapped in the Federal Republic of Germany. Outlined are the main tasks of the special education teacher, the types of academic training in special education, the course and content of studies in special education, and educational trends in German special education. (SBH)

The philosophy of the special education program at the University of North Florida is to develop a competency based teacher training program at the masters level. The program is designed to produce teachers who can quantitatively demonstrate they can produce academic achievement gains and desirable behavior changes in all special education…

Four self-instructional modules designed at the City University of New York for training special education teachers were field tested with 357 students. Information on module functioning was obtained from students and instructors through questionnaires, ratings of module activities, comments on the materials and problems encountered, and…

An investigation was conducted to study the employment characteristics of 51 recent graduates in special education. (Author)

To assess faculty needs for continuing special education training, 59 special education teacher trainers in Kansas and 185 general education faculty members, including those who taught administration, foundations, curriculum and instruction, and practicum courses were surveyed. (SBH)

Preservice special education teachers (N-62) rated their ability to work with a young child to be greater than with older students, despite older students being viewed as more academically and socially competent. Significant influences of labels (trainable/severely retarded) were clear only on academic subscales and not on social or self-appraisal…