Alternative Routes to Teaching (ART): Qualifying Minority and Bilingual Paraeducators and Noncertified Substitutes for Urban, Multicultural Special Education Classrooms, 9/01/97-12/31/02. Final Report.

Autor/in	Evans, Susan
Institution	San Francisco State Univ., CA.
Titel	Alternative Routes to Teaching (ART): Qualifying Minority and Bilingual Paraeducators and Noncertified Substitutes for Urban, Multicultural Special Education Classrooms, 9/01/97-12/31/02. Final Report.
Quelle	(2002), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Graduate Study; Masters Degrees; Minority Group Teachers; Multicultural Education; Paraprofessional School Personnel; Special Education Teachers; Substitute Teachers; Teacher Certification; Teacher Education; Urban Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Multikulturelle Erziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Lehrerausbildung; Lehrerbildung; Stadtteilbezogenes Lernen
Abstract	This final report describes activities and accomplishments of a 5-year project at the University of San Francisco (California) to recruit and train minority and bilingual paraeducators (instructional assistants and teacher aides) and noncertified substitute teachers to receive a special education (mild-moderate) credential and master's degree with an emphasis in urban, multicultural special education. The 2-year internship program used field-based training, instruction by urban education specialists, an integrated curriculum, intensive collaboration with local school districts, case-based instruction, continuous supervision, and authentic assessment of outcomes. Training emphasized direct application of theory into practice. The project's achieved objectives were: (1) recruitment of 40 paraeducators and substitutes from diverse and underrepresented groups; (2) provision of financial assistance for project candidates; (3) implementation of an urban, multicultural special education emphasis in training credential candidates; and (4) information dissemination about an alternative paraeducator-to-teacher model for preparing special educators to serve culturally and linguistically diverse children with disabilities. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC