Training Teachers to Maximize Instructional Time Provided to Severely and Profoundly Handicapped Children

Abstract

Observations affirming the considerable time required for caretaking in classrooms for the severely and profoundly handicapped led to the development of a teacher-training module with the objective of maximizing instructional time. With a minimum of direct training focused on integrating instruction with caretaking, student teachers were able to significantly increase the amount of daily instruction. The importance of quantity of schooling as a critical education variable is discussed.