Please use this identifier to cite or link to this item:
|Title:||Preservice Preparation of Teachers of the Deaf in the Twenty-First Century: A Case Study of Griffith University, Australia||Contributor(s):||Winn, Stephen (author)||Publication Date:||2007||Handle Link:||https://hdl.handle.net/1959.11/2019||Abstract:||The provision of educational services to students who are deaf or hard of hearing in the compulsory school years in Australia has seen a shift from exclusive, isolated settings in the 1970s to an inclusive approach personalized to cater to the diversity of those students requiring educational support. Universities that undertake specific programs to train teachers of the deaf need to respond proactively to ensure that graduates are able to provide services in all types of school environments. The present study concerns the evaluation of preservice teachers of the deaf by their university, by their teacher mentors, and through their own assessment of the skills required to be a teacher of the deaf. The study's overall conclusion is that programs for preservice teachers of the deaf can produce high-quality graduates and that graduates undertake postgraduate study after some years of teaching.||Publication Type:||Journal Article||Source of Publication:||American Annals of the Deaf, 152(3), p. 312-319||Publisher:||Gallaudet University Press||Place of Publication:||United States||ISSN:||1543-0375
|Field of Research (FOR):||130312 Special Education and Disability||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://proquest.umi.com/pqdweb?did=1550198441&sid=1&Fmt=2&clientId=20804&RQT=309&VName=PQD||Statistics to Oct 2018:||Visitors: 54
|Appears in Collections:||Journal Article|
School of Rural Medicine
Files in This Item:
checked on Feb 6, 2019
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.