The Effect of a Single Introductory Special Education Course on the Attitudes of Prospective Teachers Toward Inclusion PDF Download
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Author: Deirdre S. Dransfield
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 146
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Book Description
In a study conducted at a Midwestern state university The Teachers' Attitudes Toward Inclusion Survey (TATIS-P) was used to investigate the impact of an introductory special education course on the attitudes of 207 prospective general and special education teachers about the inclusion of students with mild to moderate disabilities in general education classrooms. After completing an introductory special education course, the overall attitudes of prospective general and special education teachers towards the inclusion significantly improved. Further analysis of the three constructs that comprise the TATIS-P revealed a significant change among prospective general and special education teachers' attitudes toward students with mild to moderate disabilities in inclusive settings. Additionally, prospective special education teachers' beliefs about the efficacy of inclusion significantly improved after completing the introductory special education course. These findings are important because students with disabilities in inclusive settings experience increased meaningful participation when their teachers have positive attitudes toward inclusion. In turn, greater participation in general education classrooms correlate with higher levels of engagement, achievement, and social adjustment of students with disabilities at school.
Author: Deirdre S. Dransfield
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 146
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Book Description
In a study conducted at a Midwestern state university The Teachers' Attitudes Toward Inclusion Survey (TATIS-P) was used to investigate the impact of an introductory special education course on the attitudes of 207 prospective general and special education teachers about the inclusion of students with mild to moderate disabilities in general education classrooms. After completing an introductory special education course, the overall attitudes of prospective general and special education teachers towards the inclusion significantly improved. Further analysis of the three constructs that comprise the TATIS-P revealed a significant change among prospective general and special education teachers' attitudes toward students with mild to moderate disabilities in inclusive settings. Additionally, prospective special education teachers' beliefs about the efficacy of inclusion significantly improved after completing the introductory special education course. These findings are important because students with disabilities in inclusive settings experience increased meaningful participation when their teachers have positive attitudes toward inclusion. In turn, greater participation in general education classrooms correlate with higher levels of engagement, achievement, and social adjustment of students with disabilities at school.
Author: Anne R. Dilts
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 142
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Book Description
Educational reforms have resulted in an increase of students with disabilities in inclusive educational settings. Teachers report they do not feel adequately prepared to teach in inclusive classrooms. The attitude of the classroom teacher could be the most critical factor to a student's success in an inclusive environment. Theachers with more positive attitudes and higher self-efficacy towards inclusion are more likely to adjust their curriculum and instruction to meet the needs of all students in the classroom. This quantitative study examined attitudes and self-efficacy of preservice teachers regarding inclusive education as well as the variables related to the perceptions. There is conflicting information about how teacher education programs can best influence preservice teachers' attitudes and self-efficacy towards inclusion. The results of this study have implications for educators involved in preparing teachers for inclusive classrooms. -- From abstract.
Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1522592334
Category : Education
Languages : en
Pages : 422
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Book Description
Educators and those who prepare teachers are facing increased scrutiny on their practice that include pressures to demonstrate their effectiveness, meet the needs of changing demographics and students, and adapt to ever-changing learning environments. Thus, there is a need for innovative pedagogies and adoption of best practices to effectively serve the needs of digital learners. The Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education is an essential research book that takes an in-depth look at the methods by which educators are prepared to address shifting demographics and technologies in the classroom and provides strategies for focusing their curricula on diverse learning types. It takes a look at the use of innovative pedagogies and effective learning spaces in teacher education programs and the decisions behind them to enhance more inquiry learning, STEM initiatives, and prove more kinds of exploratory learning for students. Covering topics such as higher education, virtual reality, and inclusive education, this book is ideally designed for teachers, administrators, academicians, instructors, and researchers.
Author: Tamara M. Bowlin
Publisher:
ISBN:
Category :
Languages : en
Pages : 137
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Book Description
The Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires students with disabilities be educated in the least restrictive environment (LRE). As students with disabilities are educated alongside their non-disabled peers, there are increased demands placed on general education teachers. Because of the shift in educational responsibilities, it is important for preservice teachers to acquire the knowledge, dispositions and instructional strategies necessary to succeed in educating students with disabilities before they enter the classroom. The purpose of this study was to examine whether preservice teachers' knowledge, attitudes and perceived abilities (sense of efficacy) toward teaching students with disabilities would be influenced by: 1) being enrolled in a one-semester special education introductory course, 2) being randomly assigned by course section to watch a co-teaching video or in vivo observation, and 3) demographic variables. One hundred and fifty-three general and special education preservice teachers enrolled in an introductory special education course at a large southeastern university participated in a pre- and post-survey. Students were randomly assigned by course sections to observe a one-hour video about co-teaching or observe co-teaching in vivo for one hour to determine if there were differential effects in the knowledge, attitudes, and perceived abilities toward educating students with disabilities by the end of the one-semester course. Participants responded to a pre-and post-survey instrument that incorporated demographic information, knowledge questions (i.e., law, disability characteristics, and teaching strategies), an Attitudes Questionnaire (AQ), the Preservice Inclusion Survey (PSIS), and the short version of the Teacher Sense of Efficacy Scale (TSES). The data were analyzed using SPSS. Pre-and post-survey results suggested a significant difference in the knowledge, attitudes and perceived abilities (sense of efficacy) of preservice teachers enrolled in the one-semester special education course. Significant differences were found in dependent variables based on the two observation conditions. Additionally, significant differences between primary/elementary and secondary preservice teachers on the post-survey attitudes (AQ) and sense of efficacy scales (TSES) were found. Correlational analyses also were conducted resulting in positive correlations between dependent variables and demographics. Lastly, multiple regression analyses of post-survey responses indicated attitudes predicted sense of efficacy in educating students with disabilities.
Author: Sophia Boysen
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Since 1975, the Education for All Handicapped Children Act was enacted, the United States public school system and teacher preparation programs have been trying to prepare teachers and preservice teachers to teach in inclusive classrooms. Teacher preparation programs across the country started to include an introductory course on special education as a requirement for general education degree programs. Research in the 90s has shown these semester long introductory courses improved the beliefs and attitudes preservice teachers have towards inclusion and students with disabilities; however, the same research articles that prove the increase in positive attitudes also recommend teacher preparation programs need to integrate special needs topics more into the general education courses. Through the review of eight different research articles, there will be an examination of the different approaches teacher preparation programs have used to help preservice teachers feel prepared to teach in an inclusive classroom. The articles are split amongst three different categorized themes. The first approach was the implementation of an introductory special education course. The second approach was the addition of field experience on top of the semester long introductory special education course. The last approach focused on integrating special education and inclusion topics into the general education courses.
Author: Lisa Freund
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 628
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Book Description
For the K-12 special education methods course for future teachers of students with learning problems. Knowing that no one approach to teaching is right for all children all of the time, this comprehensive, yet accessible, case-based text presents current best practices, with the aim of helping prospective teachers learn to tailor instruction to the diverse needs and abilities of students with learning problems. The authors explore the entire inclusion movement and the theories of teaching and learning that inform it; discuss the nature of students with learning problems and the characteristics of effective teachers; and, describe a broad spectrum of proven instructional strategies for all curriculum areas. Finally, they examine the unique challenges and opportunities that transitions create for students with learning problems.
Author: Christopher Boyle
Publisher: Springer Nature
ISBN: 9811659087
Category : Education
Languages : en
Pages : 318
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Book Description
This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools. This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.
Author: David Mitchell
Publisher: Routledge
ISBN: 1136253440
Category : Education
Languages : en
Pages : 368
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Book Description
As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1118
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Book Description
