Minority Issues in Special Education: A Principal-Mediated Inservice Program for Teachers

Abstract

This article reports the results of an evaluation of a principal-mediated inservice teacher training program on minority issues in special education. Within the past 10 years, multicultural and minority issues have emerged as a major concern in the special education field. The profession has responded to these issues with numerous personnel preparation activities, including topical conferences and improvements in university training programs at both the graduate and undergraduate levels. Perhaps least represented has been inservice educational programs for teachers currently serving in the classroom. This article describes (a) the inservice training program (content, procedures, media, etc. J developed at the University of Kansas for application to local building-level inservice activities, and (b) the results of an evaluation of its application. Trainee satisfaction with the program was assessed and issues remaining for further research and development are discussed.