Mainstream Curriculum Infusion Model Student Teachers’ Perceptions of Program Effectiveness

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 curric-ulum, and their confidence in teaching handicapped students. Contact with handicapped learners dur-ing student teaching was also reported and re-sponses 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 antici-pated. Implications are discussed and recommen-dations are made for programs that rely on curricu-lum infusion to prepare regular classroom teachers for mainstreaming. School reform and teacher education reform are be-ing debated by professionals, parents, politicians, and policy makers. Numerous reports and books