Preservice Special and General Educators' Knowledge of Inclusion

被引:11
|
作者
Gehrke, Rebecca Swanson [1 ]
Cocchiarella, Martha [1 ]
机构
[1] Arizona State Univ, Tempe, AZ 85287 USA
关键词
general special education; teacher knowledge; inclusion; teacher preparation practices and outcomes; TEACHER PREPARATION; ATTITUDES;
D O I
10.1177/0888406413495421
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In this article, the authors report findings from a self-report survey completed by 125 preservice elementary, secondary, and special education teachers. The purpose of the study was to identify aspects of university coursework and assigned field experiences that contribute to their ability to define, identify, and implement inclusion. Results indicated a lack of consistency across teacher preparation programs within one college and a disconnectness between knowledge of inclusion as presented through university coursework and students' real-world field experience observations of inclusion. Preservice special educators' perceived lack of confidence in their ability to implement inclusion in practice was also noted in the analysis of results. The article also addresses implications of the findings for teacher education programs.
引用
收藏
页码:204 / 216
页数:13
相关论文
共 50 条
  • [1] Preparing Preservice Secondary Special Educators
    Conderman, Greg
    Johnston-Rodriguez, Sarah
    Hartman, Paula
    Kemp, Drew
    PREVENTING SCHOOL FAILURE, 2013, 57 (04): : 196 - 205
  • [2] A SPECIAL EDUCATORS RESPONSE TO INCLUSION
    TULSKY, DB
    JOURNAL OF LEARNING DISABILITIES, 1994, 27 (05) : 266 - 266
  • [3] Transforming triads for inclusion: understanding frames of reference of special educators, general educators, and administrators engaging in collaboration for inclusion of all learners
    Ricci, Leila Ansari
    Benis Scheier-Dolberg, Sarah
    Perkins, Brian K.
    INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 2022, 26 (05) : 526 - 539
  • [4] Using Lesson Study to Prepare Preservice Special Educators
    Roberts, Carly A.
    Benedict, Amber E.
    Kim, So Yeon
    Tandy, Jacob
    INTERVENTION IN SCHOOL AND CLINIC, 2018, 53 (04) : 237 - 244
  • [5] Barriers to inclusion: insights of special and general educators from the US and St. Lucia
    Lubin, Jacqueline
    Fernal, Fabienne S.
    JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS, 2022, 22 (02): : 116 - 125
  • [6] Physical educators' judgments about inclusion: A new instrument for preservice teachers
    Hodge, SR
    Murata, NM
    Kozub, FM
    ADAPTED PHYSICAL ACTIVITY QUARTERLY, 2002, 19 (04) : 435 - 452
  • [8] Inclusive mindedness: evolving knowledge and beliefs of preservice educators in California
    McKee, Aja
    Myck-Wayne, Janice
    Lee, Sung Hee
    FRONTIERS IN EDUCATION, 2023, 8
  • [9] Preservice educators' and noneducators' knowledge and perceptions of responsibility about dyslexia
    White, Jennifer
    Mather, Nancy
    Kirkpatrick, Jennifer
    DYSLEXIA, 2020, 26 (02) : 220 - 242
  • [10] Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
    Spear, Caitlin F.
    Piasta, Shayne B.
    Yeomans-Maldonado, Gloria
    Ottley, Jennifer R.
    Justice, Laura M.
    O'Connell, Ann A.
    JOURNAL OF TEACHER EDUCATION, 2018, 69 (03) : 263 - 277