The Role of an Introductory Special Education Course in Shaping the Attitudes and Sense of Self-efficacy of Pre-service Teachers PDF Download
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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: 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: Jacqueline Michelle Wood
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
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Book Description
Since the 1970s there has been a growing legislative focus, in the United States and abroad, on providing inclusive education for students with disabilities in the least restrictive environment alongside their typical peers. However, this shift in policy has not resulted in a comparable shift in practice. Key factors shown to influence the success of implementing inclusive educational practices are teachers' attitudes and beliefs. The purpose of this study was to examine the relationship between secondary special education teachers' attitudes toward the inclusion of students with disabilities and their sense of self-efficacy related to supporting students with disabilities included in the general education classroom. The mixed-methods design was grounded in the theories of planned behavior and self-efficacy. Quantitative data collection included a survey with questions regarding (a) demographic information and background of the teacher, (b) teachers' sense of self-efficacy regarding the inclusion of students with disabilities, and (c) teachers' attitudes toward the inclusion of students with disabilities. The qualitative portion of the design included individual interviews regarding teachers' perceptions of their own efficacy with and attitudes towards inclusive education and the relationship between these factors. Teacher participants included secondary special educators in a large suburban school district undergoing a shift in special education service delivery practices toward increasing the inclusion of students with disabilities in general education. The aim of this study was inform teacher training and professional development efforts. Among the key findings was the conclusion that the special education teachers in the district of study lacked a clear, shared understanding of inclusion as well as their roles and responsibilities in a more inclusive special education service delivery model. These special educators had an overall positive attitude toward the theory of inclusion, but held negative attitudes towards the actual practice of inclusion; specifically, teachers expressed a strong resistance to the elimination of self-contained special education classrooms. Similarly, special education teachers in this study reported high senses of self-efficacy for supporting students with disabilities overall, but had doubts about their abilities to apply these skills in the general education classroom. The results of this study will inform professional development efforts toward increasing the inclusion of students with disabilities, as well as areas of need for additional research. Limitations of the study, as well as implications for practice, are discussed.
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: Erica D. McCray
Publisher: Taylor & Francis
ISBN: 1003801471
Category : Education
Languages : en
Pages : 647
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Book Description
The new edition of this landmark text expands our current understanding of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Offering a comprehensive review of research on attracting, preparing, and sustaining personnel to effectively serve students with disabilities, it is fully updated to align with current knowledge and future perspectives on special educator development, synthesizing what we can do to continue advancing as a field. The Handbook of Research on Special Education Teacher Preparation is a great resource not only to special education faculty and the doctoral students they prepare, but also to scholars outside of special education who address questions related to special education teacher supply, demand, and attrition.
Author: Thomas E. Scruggs
Publisher: Emerald Group Publishing
ISBN: 1597492744
Category : Education
Languages : en
Pages : 343
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Book Description
Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
Author: Carrie Anna Courtad
Publisher:
ISBN:
Category : Self-efficacy
Languages : en
Pages : 268
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Book Description
Author: Raymond Joseph Ostendorf
Publisher:
ISBN:
Category :
Languages : en
Pages : 580
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Book Description
In this non-experimental, mixed methods dissertation study, a cohort of special education preservice teachers (N = 24) from a university-based teacher preparation program in Central Texas completed a modified version of the Culturally Responsive Teaching Self-Efficacy scale (Siwatu, 2007) before and after they had completed their first field experiences. The researcher who conducted this dissertation sought to find whether the respondents had experienced any changes in their self-efficacy beliefs to capably meet the learning needs of their students with and without disabilities, from culturally and linguistically diverse (CLD) backgrounds. The researcher also collected qualitative data (e.g., lesson plans) and conducted individual interviews with a stratified random sample from the cohort (n = 5) to gather background information about the participants' prior engagements with members of CLD communities and to discover how they explained their changes in self-efficacy to capably serve CLD students with and without disabilities. Results indicated that the first field experience likely impacted the special education preservice teachers' self-efficacy beliefs to capably serve students with and without disabilities from CLD backgrounds. The majority of the participants (n = 13) expressed individual cumulative increases in their self-efficacy scores at the end of their first internship, and also expressed the higher levels of confidence to serve diverse students without disabilities than to serve diverse students with disabilities. Members of the stratified random sample who reported a decrease in their individual cumulative selfefficacy scores (n = 2), tended to express a more thorough understanding of the complex responsibilities, demands, and expectations that are placed on teachers.
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: Darla Sue Taylor
Publisher:
ISBN:
Category :
Languages : en
Pages : 354
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Book Description
Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood teachers. The problem of this study was to describe the current status of pre-service teachers' perspectives of their own teacher self-efficacy, philosophical beliefs, and epistemological beliefs for inclusive practices in an early childhood classroom at the conclusion of an introductory early childhood education course. The study also looked at differences by certification track- EC-6 bilingual (n = 5), EC-6 generalist (n = 8), EC-6 ESL (n = 12), and all-level SpEd (n = 7). The participants (n = 32) were a convenient sample in an Introductory to Early Childhood Education course at a Texas university. Three post-course assignments (i.e. the final self-evaluation, the post-course philosophy of education, and the post-course successful early childhood inclusive teacher drawing) were given to students in an introductory early childhood course and were subjected to content analysis and thematic analysis. The TEIP survey was used as a framework for content analysis. The group-as-a-whole, the EC-6 bilingual, the EC-6 generalists, the all-level SpEd, and the EC-6 ESL certification track participants' teacher self-efficacy perspectives content showed high teacher self-efficacious comments in regards to "classroom environment and student expectations." The all-level SpEd certification track participants' data showed high high teacher self-efficacious comments similar to the group-as-a-whole, with additional comments focused on "providing an alternative explanation or example when students are confused," and "improving the learning of a student who is failing." The group-as-a-whole philosophical perspectives focused on "safety" (in the classroom), "parent involvement," "building relationships with students and parents," "student success," and "classroom environment." EC-6 bilingual certification participants' philosophical perspectives primarily focused on "student success" and "instructional strategies." All-level SpEd certification participants focused on "parent involvement" and "classroom environment." EC-6 generalists certification participants' philosophical perspectives focused on "classroom environment," "community of learners," "parent involvement," and "collaboration with other educators." EC-6 ESL certification track participants' philosophical perspectives focused on "parent communication/parent-teacher communication" and "student success." The group-as-a-whole and all certification track epistemological perspectives focused on (a) "monitor and adjust," (b) "know your students," (c) "awareness," (d) "caring" (about your students), and (e) "teacher character traits needed." The one exception was the EC-6 generalists and all-level SpEd certification track participants adding the focus of "teaching strategies/strategies" and "informal assessments" respectively. The findings revealed that the participants' own experiences, past and present teacher models, respected individuals, and enacted course curriculum(s) influenced their teacher self-efficacy, philosophical, and epistemological perspectives. Implications from this study include adding (a) a focus on education laws and policies to the introductory early childhood course to provide a broader understanding about inclusion, (b) more enacted curriculum to include application to theory to encourage research-based/best practices in future classrooms, and (c) using a mind shift from "what is the disability" to "what is the ability" in more wholistic teacher preparation courses versus silo-track teacher preparation courses.
Author: Claire Wyatt-Smith
Publisher: Springer Science & Business Media
ISBN: 9400759029
Category : Education
Languages : en
Pages : 405
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Book Description
This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.
