A Preservice Mainstream Curriculum Infusion Model

Abstract

This study investigated the perceptions of student teachers completing a preservice teacher education program that has relied on the curriculum infusion model to prepare regular classroom teachers for mainstreaming. Participants rated the extent to which mainstream curriculum had been covered in their courses, their own current knowledge of the curriculum, and their confidence in teaching handicapped students. Contact with handicapped learners during student teaching was also reported and responses to an open-ended question were solicited. Results indicate that participants perceived both the coverage of mainstream curriculum and their own knowledge as less than adequate. Contact with handicapped learners was also less than anticipated. Implications are discussed and recommendations are made for programs that rely on curriculum infusion to prepare regular classroom teachers for mainstreaming.