Preservice Teachers' Perceptions of Their Preparedness to Teach Students with Learning Disabilities in Inclusive Classrooms
Author | : Michelle P. Arant |
Publisher | : |
Total Pages | : 158 |
Release | : 2001 |
Genre | : Effective teaching |
ISBN | : |
Download Preservice Teachers Perceptions Of Their Preparedness To Teach Students With Learning Disabilities In Inclusive Classrooms full books in PDF, epub, and Kindle. Read online free Preservice Teachers Perceptions Of Their Preparedness To Teach Students With Learning Disabilities In Inclusive Classrooms ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author | : Michelle P. Arant |
Publisher | : |
Total Pages | : 158 |
Release | : 2001 |
Genre | : Effective teaching |
ISBN | : |
Author | : Thomas E. Scruggs |
Publisher | : Emerald Group Publishing |
Total Pages | : 343 |
Release | : 2008-05-19 |
Genre | : Education |
ISBN | : 1849505276 |
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 | : Dickenson, Patricia |
Publisher | : IGI Global |
Total Pages | : 345 |
Release | : 2016-10-25 |
Genre | : Education |
ISBN | : 1522517545 |
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.
Author | : Marva Satterfield Miller |
Publisher | : |
Total Pages | : 161 |
Release | : 2015 |
Genre | : Inclusive education |
ISBN | : |
"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.
Author | : David L. Westling |
Publisher | : Prentice Hall |
Total Pages | : 0 |
Release | : 2009 |
Genre | : Children with disabilities |
ISBN | : 9780132414449 |
This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.
Author | : Sophia Boysen |
Publisher | : |
Total Pages | : 0 |
Release | : 2024 |
Genre | : |
ISBN | : |
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 | : Cassidy, Kimberly Dianne |
Publisher | : IGI Global |
Total Pages | : 235 |
Release | : 2021-10-22 |
Genre | : Education |
ISBN | : 1799873617 |
The lives of students with disabilities need to be told in ways that inform preservice teachers about the work involved to legally and morally meet the needs of these students. Hearing the positive and negative experiences of students with disabilities from elementary through college can inform preservice teachers as well as potentially prevent them from repeating some of the same mistakes. The richness of the personal stories of these students and how their experiences can shape the future for students like them offers teachable moments for professors and preservice teachers to use in classrooms. Advising Preservice Teachers Through Narratives From Students With Disabilities heralds the stories of students with disabilities as they trace their journey from the PK-12 setting into university and adult life and addresses aspects that any new teacher must know in order to meet the needs of today's PK-12 classrooms. Covering topics such as social justice, virtual learning, and faculty convenience, it is ideal for preservice teachers, practicing teachers, administrators, professors, researchers, academicians, and students.
Author | : Thomas E. Scruggs |
Publisher | : Emerald Group Publishing |
Total Pages | : 343 |
Release | : 2008-05-19 |
Genre | : Education |
ISBN | : 1597492744 |
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 | : Mary E. Diez |
Publisher | : Information Age Publishing |
Total Pages | : 252 |
Release | : 2007 |
Genre | : Education |
ISBN | : |
The topic of "dispositions" is central to teacher education and to teacher educators. Because of perhaps precipitous action on the part of accrediting agencies in teacher education, teacher educators need to define, teach, and assess dispositions in their programs. This book examines the sources of the concept dispositions, how it evolved in teacher education, what forms it has taken in selected programs, and what challenges remain in this arena for teacher educators.
Author | : Cassandra A. Viater |
Publisher | : |
Total Pages | : 106 |
Release | : 2010 |
Genre | : Children with disabilities |
ISBN | : |
To determine whether general educators perceived that they are prepared to teach students with special needs in their classroom, the author designed a survey which was administered to general educators in various elementary schools in a unified school district. One hundred and twenty-two individuals participated in the study. Current educational research and subsequent practice support including students with special needs in the general education setting; therefore, ensuring educators are prepared to teach students with diverse learning needs is vital to student achievement. The findings of the study clearly revealed that general educators perceive that they are unprepared and further, lack the pedagogical knowledge to teach students with special needs in their classrooms. The results suggest a need for teachers to attend professional development courses in order to receive specific training and experience educating students with special learning needs. As well, pre-service training that is offered at the university level needs to be developed and expanded, so that education programs embed special education pedagogy and concept development within teacher credential programs. By law, students with special needs are entitled to receive an equal education alongside their non-disabled peers, taught by educated professionals who understand and implement positive techniques in order to address their diverse learning needs. KEY WORDS: general educator preparation, students with special needs