Special Education Training and Preservice Teachers (original) (raw)
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International Journal of Special Education, 2012
In this empirical study, the authors compare the perceptions of future general educators on two dichotomous scales (hostility/receptivity and anxiety/calmness) regarding the teaching of students with exceptionalities in their classrooms. A total of 116 teacher candidates from one southwestern and two Midwestern universities in the United States completed a modified version of the Pre-Service Inclusion Survey (PSIS) during the first and last class sessions of the semester in an introductory course on disabilities. The authors reported an increase in a positive attitude in the overall PSIS, and in both the anxiety/calmness and the hostility-receptivity subcategories. The researchers noted that knowledge of how to accommodate students with disabilities and fostering positive attitudes when working with these students are necessary for pre-service teachers. Recommendations are advanced for enhancing inclusive practices in pre-service teacher education programs.
International Journal of Academic Research in Business and Social Sciences, 2018
The purpose of this study is to investigate the importance of the Inclusive Education (KPK 3012) course for preparing pre-service teachers at Universiti Pendidikan Sultan Idris (UPSI) to teach students with special education needs in schools. The four objectives of the study are based on the outcome of the course learning which is to identify the importance of teaching aspects of the characteristics of special needs students, inclusive education policies, attitudes concerned and teaching techniques. his case study was conducted at UPSI involving 30 pre-service teachers. The data collection period is for four months. Data collection methods used are observation, interviews and document analysis. The observation was conducted five times during KPK 3012 course lectures. Two sets of interview questions were set up and used in four interview sessions. The findings show that this course can provide respondents with knowledge about the characteristics of special needs students, inclusive education policies, attitudes concerned and teaching techniques. Research implications indicate that an inclusive education course can provide pre-service teachers with the knowledge and skills required by teaching students with special educational needs. Inclusive education courses should be offered at all institutions with educational programs to enable potential teachers to teach special needs students in the future.
Pre-service educators' attitudes towards inclusive education
… of Special Education, 2007
The inclusion of learners with special educational needs in general education is becoming more prevalent. As a result various special education researchers have begun to examine the success of inclusion, as well as the attitudes and beliefs of general educators towards the inclusion of learners with disabilities in the general education classroom. In the present study, preservice educators' attitudes towards inclusive education were investigated. The participants are full time students of the University of the Witwatersrand in Johannesburg. These students are registered for the Post Graduate Certificate in Education, B.Phys.ed) and B.A (Ed) and they are all in their final year of study. The students are mainly English-speaking. The sample comprises of 22 students seven males and fifteen females. Convenient sampling design was employed. A questionnaire developed by Choles (1997) was adapted and was used as a measuring instrument to record the responses of the research respondents. The adapted questionnaire comprised of the following sections: Biographical details, Attitudes towards inclusive education, Requirements for competency, Requirements for successful inclusion and Attitudes towards learners with Special Needs. Data were analyzed using descriptive statistics. The research participants were generally found to have positive attitudes toward inclusive education. The results of this investigation are significant in the sense that the understanding of pre-service educators' attitudes is critical for the successful implementation
The purpose of this study was to evaluate a program using an inclusive model (e.g., course work in special education and special education liaison support) on the beliefs, practices, and skills of pre-service middle and secondary general education teachers (n=26) regarding their preparedness to work with students with special needs. A pre-and post-survey, adapted from the General Education Teachers' Beliefs and Attitudes toward Planning for Mainstreamed Students (G-TBAP; Schumm, Vaughn, Gordon, & Rothlein, 1994) survey, was administered to participants in an urban research university in the Southeast. The graduate students were resurveyed while they were completing their practicum experiences. Statistically significant results were found in the post-survey indicating the inclusive model was effective for this program. Multiple dependent t-test analyses indicated that the overall beliefs, practices, and skills were improved for participants, t(25) = -4.156, p = .000. Limitations ...
The purpose of this study is to identify the readiness of pre-service teacher to teach student with special needs through inclusive education course. The four objectives of the study focused on knowledge in special education and inclusive education policies, characteristics of students with special needs, inclusive models, and teaching methods. The case study was conducted at Universiti Pendidikan Sultan Idris and participants were selected purposively involving 30 preservice teachers from regular education program. The data were collected using observation, interview and document analysis. The research instrument used were multiple type of checklist and interview questions. Data were analyzed using descriptive and reference methods. Finding showed that pre-service teachers had readiness to teach students with special education needs in schools based on knowledge about special education and inclusive education policies, characteristic of students with special education needs, inclusive models, and teaching methods. The implication of the study showed that the readiness of pre-service teachers for inclusive education program is derived from the learning and training process at university level. In conclusion, pre service teacher should be trained systematically in teaching student with special needs for inclusive program in the future.
This paper reports the final development of a scale to measure pre-service teachers' perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with different needs; and concerns about implementing inclusion. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and administered through a series of refined surveys. A final 15-item scale was validated using 542 pre-service teachers from nine institutions in four countries including Hong Kong, Canada, India, and the United States. It is posited that the SACIE-R scale will yield valuable information for assisting universities and colleges in preparing more specific training to address the needs of pre-service teachers for working with diverse student populations.
Pre-service Teachers’ Attitude towards the Inclusion of Students with Disabilities
International Journal of Innovative Research and Development
The aim of the study was to investigate pre-service teachers' attitudes towards the inclusion of students with disabilities. To conduct the study a descriptive survey research method was used. The study was conducted in Mekelle University, Ethiopia. In the selection process of the research participants, a convenience sampling method was followed. The data were collected from 143 (92 males and 51 females) preservice/Post Graduate Diploma in Teaching science and non-science teacher candidates. To collect the data for the study, a survey questionnaire was employed. Hence, the data were fully quantitative. Data gathered were analyzed under different themes using a descriptive approach. The findings of the study showed that though the pre-service teachers have relatively good understanding of students' with disabilities right to education and inclusion, the importance of for students with disabilities, and school roles for inclusion, negative and divided attitudes were found on including students with disabilities in their future classrooms.