Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions

Autor/inn/en	Harvey, Michael W.; Yssel, Nina; Bauserman, Adam D.; Merbler, John B.
Titel	Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions
Quelle	In: Remedial and Special Education, 31 (2010) 1, S.24-33 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508324397
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Elementary Secondary Education; Federal Legislation; Disabilities; Program Effectiveness; Inclusive Schools; Mainstreaming; Teacher Competencies; Regular and Special Education Relationship; Surveys; Likert Scales; Teacher Attitudes; General Education; College Faculty; Special Needs Students; Racial Differences; Age Differences; Teacher Responsibility + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bundesrecht; Handicap; Behinderung; Inclusive school; Integrative Schule; Lehrkunst; Survey; Umfrage; Befragung; Likert-Skala; Lehrerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Fakultät; Sonderpädagogischer Förderbedarf; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Lehrverpflichtung
Abstract	Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided. (Contains 6 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10