Mainstreaming and the Inservice Education of Teachers

Abstract

While inservice training has been consistently supported as essential to successful mainstreaming, too little attention has been paid to constructing a viable information base from which decisions regarding inservice might be generated. Although insufficient empirical information exists on inservice approaches to formulate a strong data base, attention to those factors associated with previous inservice successes should enhance the probability that any particular inservice program will be effective. Toward that end, this article represents a literature-based set of practical guidelines in the areas of inservice method, format, design, content, needs assessment, planning, goals and objectives, location, scheduling, evaluation, incentives, training personnel, school administration, and instructional materials.