text: Concepts to Guide the Education of Experienced Teachers - Google Books
  books.google.com - Eleven papers focus on issues in inservice education for helping experienced teachers accommodate handicapped children in the regular school setting. Two introductory chapters ("Overview" and "The School Based Teacher Educator: Developing a Conceptual Framework" both by K. Howey and D. Corrigan) make...https://books.google.com/books/about/Concepts_to_Guide_the_Education_of_Exper.html?id=DZS0ivDMlPMC&utm_source=gb-gplus-shareConcepts to Guide the Education of Experienced Teachers
  Dean Corrigan, Kenneth R. Howey
  Council for Exceptional Children, 1980 - Mainstreaming in education - 212 pages
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  Eleven papers focus on issues in inservice education for helping experienced teachers accommodate handicapped children in the regular school setting. Two introductory chapters ("Overview" and "The School Based Teacher Educator: Developing a Conceptual Framework" both by K. Howey and D. Corrigan) make a case for developing a sound conceptual basis for planning inservice teacher education. The personal dimension, i.e., how adults (teachers) learn and develop, is examined in three papers: "Adult Development and Leadership Training for Mainstream Education" (N. Sprinthall and L. Sprinthall); "Principles of Inservice Training for Implementing Mainstreaming in the Public Schools" (M. Haberman); and "A Hard Look at Curriculum Development: Implications for Teacher Development In Situ" (L. Berman). C. Case ("Schools as Social Systems: Applying Organizational and Development Concepts and Practices to Inservice Education'" and D. Johnson and R. Johnson ("The Classroom as a Social System: Classroom Learning, Structure, and Mainstreaming'" examine the organizational dimension. The teacher education dimension is explored in "Testing the Waters of School Based Teacher Education" (S. Yarger and S. Mertens) and "Staff Development Issues Relating to P.L. 94-142: A Local Education Agency Perspective" (E. Dillon-Peterson). The final section, on the future, is addressed by A. Anderson ("P.L. 94-142 and Suggested Ares of Competence for Teacher Educators") and D. Corrigan and K. Howey ("The Future: Creating the Conditions for Professional Practice"). (CL)
  Adult Development and Leadership Training for Mainstream
  Principles of Inservice Training for Implementing Mainstreaming
  achievement activities administrators appropriate areas assessment attitudes based teacher educator basic behavior career cathexis CBAM cognitive collaboration communication competence competitive complex concepts concerns cooperative learning curriculum development developmental education and regular effective environment evaluation experiences facilitate goal interdependence goal structure handicapped and nonhandicapped handicapped children handicapped peers handicapped students human identified implementation individual individualistic individualized education program inservice education inservice programs inservice teacher education inservice training instruction interaction interpersonal involved Johnson & Johnson learners least restrictive environment mainstream coordinators Martin Haberman ment nonhandicapped students organization organizational development personnel persons planning preservice profes professional psychological regular classroom teachers relationships require rience role taking school based teacher school district setting situation social Social Psychology specific Sprinthall staff development stage strategies tasks teacher centers teacher education programs teaching tional trainer variety Yarger