USC Upstate: A Journey toward Improving a Learning Disability Teacher Preparation Program to Meet the Diverse Needs of Todays ClassroomsReport as inadecuate




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Interdisciplinary Journal of Teaching and Learning, v2 n3 p131-144 Fall 2012

Areas of our country are headed toward significant social and political unrest if education ignores the demographic trends reshaping our schools. This article describes how one teacher training program in South Carolina examined its cultural context, accreditation standards, and course offerings to restructure its curriculum to address cultural and linguistic diversity.

Descriptors: Learning Disabilities, Teacher Education Programs, Classroom Environment, Classroom Techniques, Program Improvement, Cultural Context, Accreditation (Institutions), Curriculum Development, Course Evaluation, Student Diversity, Educational Change, Educational Practices, Community Characteristics, Institutional Characteristics, Guidelines, Integrated Activities, Minimum Competency Testing, Recruitment, School Policy, Educational Innovation, College Programs, Schools of Education, Change Strategies

Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail: coeijtl[at]subr.edu; Web site: http://www.subr.edu/index.cfm/subhome/36





Author: Pae, Holly; Whitaker, Susan D.; Gentry, Roberta

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1968&id=EJ1056526







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