Does Categorical Teacher Certification Benefit the Mildly Handicapped Child?
Does Categorical Teacher Certification Benefit the Mildly Handicapped Child?
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分类教师认证对轻度残疾儿童有好处吗？
DOI：
10.1177/001440298705300504
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发表时间：
1987
影响因子：
2.8
通讯作者：
D. Marston
中科院分区：
文献类型：
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作者：
D. Marston
本文报告的研究探讨了教师资格证书的实用性，因为它与轻度残疾儿童的阅读成绩有关。具体而言，本次调查分析了问题，是否被确定为学习障碍（LD）和可教育的弱智（EMR）的儿童取得更好的学术进步时，由教师与认证的具体到学生的残疾。结果表明，LD和EMR的学生，当教的教师与认证匹配的儿童标签，并没有取得显着更大的收益比LD和EMR的儿童指示教师与许可证不匹配的学生标签。这些数据支持一个非分类的服务提供模式，涉及学生身份和教师培训计划的问题的影响。
The study reported here examined the utility of teacher certification as it relates to the reading achievement of mildly handicapped children. Specifically, this investigation analyzed the question of whether children identified as learning disabled (LD) and educable mentally retarded (EMR) make better academic progress when taught by teachers with certification specific to the student's disability. Results indicated that LD and EMR pupils, when taught by teachers with certification matching child label, did not make significantly greater gains than LD and EMR children instructed by teachers with licenses not matching pupil label. The data support a noncategorical service delivery model with implications for issues involving student identification and teacher training programs.