Telesecundaria: entre la teoría y la práctica

This study arises from the need to know the main conflicts of teaching practices in regular educators as teachers in training of the Telesecundaria modality within the state of Colima, to allow the development of a project that contributes to the improvement of these and contributes to the achievement of student learning. It is ethnographic, the key informants corresponded to eighth semester students of the Bachelor's degree in High School with a specialty in Telesecundaria of the normal state, as well as active teachers of the different school zones, to systematize the techniques proposed by Martínez Migueles were used. It was found that the challenges they face in their practice is to identify the point of balance between the theory and practice of the model that involves telesecundaria, the adaptation of the curriculum and television programs to the real needs of the students, effective leadership on the part of directors and supervisors who are aware of the reality of the classrooms as well as the characteristics of each school community. Finally, the need to revalue the education and practice of the telesecundaria teacher.

Meeting the Needs of Children with Emotional Problems in a Profoundly Rural Area: A Preventive Model

In an attempt to better meet the needs of children with emotional problems in profoundly rural areas, the Wyoming Department of Education and the University of Wyoming organized a summer institute for regular educators. The intent of this institute was to provide intensive training in theory, concepts, and techniques that would allow regular educators to work with children who were emotionally disturbed in a preventative manner. One year after the first institute was held, some of the participants were brought back to the University of Wyoming and assessment data were gathered. Questionnaire and interview data both indicate that the institute was successful and that the preventative model achieved its goals.

Integration of Self-Contained Children With Severe Speech-Language Needs Into the Regular Education Classroom

A model for the full integration of children with severe speech-language problems into the regular classroom is presented. After the diagnostic characteristics and educational profiles of the severe speech-language population are defined, the structure and roles of the collaborative teaching teams of speech-language pathologists, regular educators, and paraprofessionals are specified. The critical importance of administrative and parental support, as well as the active involvement of the staffing team, are indicated. The implications of collaborating to create a language-rich environment where all children belong and are taught according to their individual needs also are discussed.

The Methodological Content of Teacher Education Programs in Learning Disabilities: Clearly Specialized and Impressively Current — Another View of Pugach and Whitten's Survey Results

Conclusion: We believe the field owes Pugach and Whitten a debt of gratitude for conducting their survey of methodological content in teacher preparation programs in LD/mild handicaps. The field can only benefit from further research of this type. In addition to determining course content, future research should also ask the more difficult questions: Are preparation programs in LD/mild handicaps effective in training preservice special educators to apply the instructional approaches they emphasize (whatever they may be called)? Can learning disabilities professionals play a useful role in getting regular educators to replicate the application of research-based instructional strategies to prevent so many children from failing in the first place?