Competency Based Teacher Training Programs for Teachers of the Visually Handicapped

1978 ◽  
Vol 72 (6) ◽  
pp. 201-205
Author(s):  
Rose-Marie Swallow
Keyword(s):  
Teacher Training ◽  
Los Angeles ◽  
Training Programs ◽  
Individual Learning ◽  
California State University ◽  
State University ◽  
Learning Programs ◽  
Teacher Training Programs ◽  
Competency Based ◽  
Visually Handicapped

Examines ways of defining competency based teacher training and notes some practical difficulties of establishing competency based programs. Among the difficulties are fitting self-pacing into the traditional university semester system, writing explicit behavioral objectives and setting criteria levels, designing curricula that provide individual learning programs and logical learning sequences, and grading competent behavior. Describes the concept of Generic Preparation as practiced at the California State University, Los Angeles.

Student Reaction to a Competency Based Teacher Training Program

1978 ◽  
Vol 72 (6) ◽  
pp. 206-208
Author(s):  
Felice Strauss
Keyword(s):  
Teacher Training ◽  
Los Angeles ◽  
Training Program ◽  
California State University ◽  
State University ◽  
Student Reaction ◽  
Mobility Programs ◽  
Competency Based ◽  
Visually Handicapped ◽  
Basic Philosophy

Presents findings of a survey of former and current students enrolled in visually handicapped and orientation and mobility programs at California State University, Los Angeles. Most students understood the competency based system, most agreed with the basic philosophy behind the system and found the concept of recycling particularly beneficial. The most serious criticism was that time devoted to the system left less time for actual contact with visually handicapped students.

A Survey of Teacher Training Programs

1982 ◽  
Vol 76 (9) ◽  
pp. 377-377 ◽  
Author(s):  
Dena Gruman
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Federal Funding ◽  
Handicapped Children ◽  
University Programs ◽  
Teacher Training Programs ◽  
Visually Handicapped

Graduate and undergraduate university programs preparing teachers of blind and visually handicapped children were surveyed. Predicted effects of reduced federal funding are reported.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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