Preservice teachers\u27 perceptions of students with disabilities (original) (raw)
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Preservice teachers' perceptions of students with disabilities
2004
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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.
The purpose of this mixed-methods research study was to explore the perceptions of preservice teachers of students with learning disabilities. In addition, we examined the effectiveness of shifting perceptions through the use of various experiences within an undergraduate learning disabilities methods course. These activities included working with students with learning disabilities in public school classrooms, watching video vignettes of adults with learning disabilities, developing lesson plans, completing assigned readings, and participating in center-based instruction. We utilized a convergent, mixed-methods design comprising surveys, journals, and focus-group discussions to study pre-service teachers' perceptions over the course of a 5-month semester.
e-International Journal of Educational Research, 2014
Many studies focused on teachers’ attitudes toward the concept of inclusion, there are not many studies specifically focused on teachers’ attitudes towards students with disabilities. The purpose of this study was to investigate attitudes of general education teachers toward their students with disabilities and how well teachers’ attitudes can be predicted by their personal attributes and professional characteristics. Total of 84 teachers were surveyed from both elementary-level and secondary-level schools in the southeastern United States. In terms of the results of the study, teachers’ attitudes toward students with disabilities were mostly positive. Multiple linear regression method did not yield statistically significant results which means that gender, age, years of experience, grade level taught, extent of contact with individuals with disabilities, whether or not teachers have received any training about teaching students with disabilities, and teachers’ perceptions toward th...
Special Education Training and Preservice Teachers
International journal of special education
The role of general education teachers is becoming critical for students with special needs. The purpose of this study was to obtain the perceptions of preservice teachers in order to prepare them for inclusive classrooms. Participants included graduate and undergraduate students (n = 248) from two different universities. Results found experiences with students with disabilities did not enhance participants' attitude to support inclusion. However, taking courses in special education did. Recommendations were made on further programming for preparing preservice general education teachers for inclusionary settings. (Contains 3 tables.)
International Journal of Inclusive Education, 2016
Presently, there is limited research that explores how the nature of preservice teachers' prior experience informs their dispositional development, and it has yet to be determined whether the pedagogical needs of these prospective teachers vary based on their level of prior exposure. This qualitative case study examines the dispositions of three pre-service teachers enrolled in a year-long graduate education programme in the United States and considers the role that prior experience plays in their dispositional development. Findings from this study reveal that participants' dispositions appear to be affected more significantly by coursework and fieldwork than by prior experience, and the culture of the school plays a critical role in a pre-service teachers' dispositional development. This study addresses gaps in current research by offering insight into the nuanced nature of pre-service teachers' dispositional development.