A Review on How Teacher Preparation Programs for General Education Preservice Teachers Shape Their Attitudes Towards Inclusive Education
A Review on How Teacher Preparation Programs for General Education Preservice Teachers Shape Their Attitudes Towards Inclusive Education

Author: Sophia Boysen

Publisher:

Published: 2024

Total Pages: 0

ISBN-13:

DOWNLOAD EBOOK

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.

Preparing Pre-Service Teachers for the Inclusive Classroom
Preparing Pre-Service Teachers for the Inclusive Classroom

Author: Dickenson, Patricia

Publisher: IGI Global

Published: 2016-10-25

Total Pages: 345

ISBN-13: 1522517545

DOWNLOAD EBOOK

Teachers must be prepared to create an effective learning environment for both general education students and students with special needs. This can be accomplished by equipping teachers with the proper knowledge and strategies. Preparing Pre-Service Teachers for the Inclusive Classroom discusses the latest approaches, skills, and methodologies on how to support special needs students. Highlighting relevant perspectives on technology implementation, curriculum development, and instructional design, this book is an ideal reference source for pre-service teachers, teacher educators, researchers, professionals, and academics in the education field.

Attitudes Towards Inclusive Schooling
Attitudes Towards Inclusive Schooling

Author: Susanne Schwab

Publisher: Waxmann Verlag

Published: 2018

Total Pages: 134

ISBN-13: 3830988990

DOWNLOAD EBOOK

Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.

Beginning Elementary Education Teachers' Perceptions Concerning Teaching in Inclusive Classrooms
Beginning Elementary Education Teachers' Perceptions Concerning Teaching in Inclusive Classrooms

Author: Marva Satterfield Miller

Publisher:

Published: 2015

Total Pages: 161

ISBN-13:

DOWNLOAD EBOOK

"Schools and teachers are increasingly faced with meeting the needs of a diverse student population that can be successful with the general curriculum and prepared for the 21st century. As such, teacher educators assist in meeting this challenge by continuous improvement to teacher education programs preparing teachers to meet the educational needs of all students. The purpose of this study was to examine perceptions, attitudes, and beliefs of beginning elementary education teachers concerning teaching students with disabilities in general education classrooms. A mixed method study was conducted using a three part survey that solicited participant information related to personal demographics, 32 Likert-type scale questions with a certain level of agreement to attitudes, beliefs, preparation, and knowledge of inclusion. In addition, open-ended questions allowed participants to include more in-depth responses to thoughts about their overall experiences, beliefs, and support. The participants were graduates of a southeastern regional university teacher preparation program in elementary education. Demographics of participants indicated that the majority were Caucasian females, worked in general education classes, and were not required to take any special education coursework in their teacher education program. The findings suggested that although a high percentage of beginning elementary education teachers' believe in teaching and including students with disabilities in general education classrooms, many lack the necessary knowledge and skills needed to successfully engage students with disabilities in their classrooms. Findings of this study continue to emphasize the need for beginning general education teachers to receive not only more in-depth preparation at the preservice level, which supports successful transition from preparation to practice, but also increased opportunities for professional development and in-service training on meeting the needs of students with with disabilities. This study may provide a platform supporting positive attitudes towards professional teacher preparation and experiences in teaching students with disabilities in general education classrooms. By helping bridge the gap between preparation and the implementation of effective instructional practices to meet the needs of diverse learners, beginning teachers can be supported by pedagogy and evidence based educational practices learned through teacher education programs."--Abstract from author supplied metadata.

Research Anthology on Inclusive Practices for Educators and Administrators in Special Education
Research Anthology on Inclusive Practices for Educators and Administrators in Special Education

Author: Management Association, Information Resources

Publisher: IGI Global

Published: 2021-09-24

Total Pages: 1090

ISBN-13: 166843671X

DOWNLOAD EBOOK

Inclusion in the classroom is a growing phenomenon that covers a range of areas and subjects; with prominent discussions about race, gender, sexual orientation, and age, today’s world is increasingly focused on making sure education is designed so everyone can succeed. Inclusivity in special education is particularly important as special education covers a wide range of students, including those with physical, intellectual, and behavioral disabilities. As more research and information surrounding best practices, new technologies, and teacher education for special education is considered, it is imperative that teachers and administrators remain up to date on these innovative techniques. The Research Anthology on Inclusive Practices for Educators and Administrators in Special Education is a critical reference source that includes abundant research on all aspects of inclusion in special education as well as the latest trends, research, and studies to provide a comprehensive look at the current state of special education. Covering topics such as accessibility, educational models, teacher training, and assistive technologies, it is ideal for special education teachers, academicians, in-service teachers, pre-service teachers, professors, students, researchers, professionals, administrators, curriculum developers, instructional designers, and policymakers.

Theorising Special Education
Theorising Special Education

Author: Catherine Clark

Publisher: Routledge

Published: 2005-06-23

Total Pages: 214

ISBN-13: 1134754779

DOWNLOAD EBOOK

The field of special needs education is well established, and although it continues to develop in exciting and controversial ways, involving some of education's leading thinkers, many people feel it is lacking a coherent theoretical analysis of its own. Students and practitioners, looking for some solid theory to reinforce their own study or practice, commonly have to 'borrow' from other disciplines, such as psychology and sociology, since there has been no attempt to provide a theoretical foundation for the special needs community. This book does exactly that, bringing together contributions from key names in the field from UK and beyond. The book will establish itself as an essential text for students and teachers, as well as all those involved in special needs across the social sciences.

Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles

Author: Koreeda, Kiyoji

Publisher: IGI Global

Published: 2023-06-12

Total Pages: 362

ISBN-13: 1668473712

DOWNLOAD EBOOK

Most people recognize the importance of inclusive education and hope to promote it everywhere at all levels and situations in education. However, the road to realizing this ideal is by no means a smooth one; due to this, further study is required. Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles discusses various inclusive practices in K-12 classrooms and higher education all over the world and presents problems and challenges that educators are struggling to overcome. Covering key topics such as educational technology, global movement, and inclusive education, this major reference work is ideal for administrators, policymakers, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.

PISA, Power, and Policy
PISA, Power, and Policy

Author: Heinz-Dieter Meyer

Publisher: Symposium Books Ltd

Published: 2013-05-13

Total Pages: 338

ISBN-13: 1873927967

DOWNLOAD EBOOK

Over the past ten years the PISA assessment has risen to strategic prominence in the international education policy discourse. Sponsored, organized and administered by the Organization for Economic Cooperation and Development (OECD), PISA seems well on its way to being institutionalized as the main engine in the global accountability regime. The goal of this book is to problematize this development and PISA as an institution-building force in global education. It scrutinizes the role of PISA in the emerging regime of global educational governance and questions the presumption that the quality of a nation’s school system can be evaluated through a standardized assessment that is insensitive to the world’s vast cultural and institutional diversity. The book raises the question of whether PISA’s dominance in the global educational discourse runs the risk of engendering an unprecedented process of worldwide educational standardization for the sake of hitching schools more tightly to the bandwagon of economic efficiency, while sacrificing their role to prepare students for independent thinking and civic participation.