Teacher Preparation,Teacher Self-Efficacy and the Regular Education Initiative

Abstract

The intent of this paper was to provide a theoretical foundation (SET) as to the reason that regular educators do not feel capable or prepared to cope with the requirements of PL 94-142 and the Regular Education Initiative. In addition, a model of Self-Efficacy was presented as the foundation for major changes in teacher preparation programs and in state education agencies certification process. The suggested changes will ob-viously require collaboration between regu-lar education and special education teacher trainers, and re-allocation of natural re-sources, increased allocation of financial re-sources to teacher training programs and to state and local education agencies. The pro-posed changes may seem to be radical and expensive, but can also be viewed as an ap-propriate response to the realistic problems that have developed as a result of the passage of PL 94-142 and the emphasis of the Regu-lar Education Initiative. If we believe that the intent of both of these major factors is to provide our handicapped youth a free and appropriate education in the least restrictive environment, then we must be prepared to train our teachers for this task and in addi-tion, we should be willing to allocate funds to pay these teachers for making a commitment to the educational and emotional develop-ment of our youth and nation.