Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Blanton, L. P.
Right arrow Articles by Cross, L. S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

An Exploratory Study of How General and Special Education Teachers Think and Make Instructional Decisions About Students With Special Needs

Linda P. Blanton

Department of Language, Reading and Exceptionalities

William E. Blanton

Appalachian State University

Lee S. Cross

University of Central Florida

In this study, we explored how general and special education teachers think and make instructional decisions about special needs students. Teachers viewed a videotape of a reading comprehension lesson for a small group of third grade students. One student was a target for observation and was classified as learning disabled. Quantitative and qualitative procedures were used to analyze teacher responses regarding the importance of instructional variables for the student and requests about instructional recommendations for the student. We found that general and special teacher groups may possess different professional knowledge structures from which to interpret classroom events, identify and solve instructional problems, and collaborate with each other. Implications for teacher preparation are offered.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 17, No. 1, 62-74 (1994)
DOI: 10.1177/088840649401700107
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?