Tolerance and Technology of Instruction: Implications for Special Education Reform

Two issues implied in "Placing Children in Special Education" are discussed: a theory of tolerance, which is a range of permissible deviation concerning teachers' perceptions of which students are teachable; and regular classroom teachers' need for increases in instructional reso...

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Published inExceptional Children Vol. 54; no. 4; p. 309
Main Author Gerber, Michael M
Format Journal Article
LanguageEnglish
Published 1988
Subjects
Educational Change
Educational Technology
Elementary Secondary Education
Instructional Materials
Mild Mental Retardation
Placing Children in Special Education (NAS)
Regular Special Education Relationship
Special Education
Student Placement
Teacher Attitudes
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Abstract Two issues implied in "Placing Children in Special Education" are discussed: a theory of tolerance, which is a range of permissible deviation concerning teachers' perceptions of which students are teachable; and regular classroom teachers' need for increases in instructional resources or technologies to effectively focus on difficult-to-teach students. (Author/JDD)
AbstractList Two issues implied in "Placing Children in Special Education" are discussed: a theory of tolerance, which is a range of permissible deviation concerning teachers' perceptions of which students are teachable; and regular classroom teachers' need for increases in instructional resources or technologies to effectively focus on difficult-to-teach students. (Author/JDD)
Author Gerber, Michael M
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Snippet Two issues implied in "Placing Children in Special Education" are discussed: a theory of tolerance, which is a range of permissible deviation concerning...
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StartPage 309
SubjectTerms Educational Change
Educational Technology
Elementary Secondary Education
Instructional Materials
Mild Mental Retardation
Placing Children in Special Education (NAS)
Regular Special Education Relationship
Special Education
Student Placement
Teacher Attitudes
Title Tolerance and Technology of Instruction: Implications for Special Education Reform
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Volume 54
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