Are Preservice General Educators Being Adequately Prepared for Inclusion?

Autor/in	Mayhew, Jack
Titel	Are Preservice General Educators Being Adequately Prepared for Inclusion?
Quelle	(1994), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitudes toward Disabilities; Elementary Secondary Education; Higher Education; Mainstreaming; Preservice Teacher Education; Pretests Posttests; Regular and Special Education Relationship; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung
Abstract	The literature indicates an increase over the past decade in the number of states that require special education coursework for preservice general education teachers. This paper focuses on one course and one project at the University of Utah that attempt to promote collaboration among regular and special educators. The course, Educational Partnerships: Serving Exceptional Students, provides a fundamental understanding of exceptionalities, mainstreaming techniques, and professional collaboration. In the federally funded project, Site-based Transdisciplinary Educational Partnerships (STEP), students in four education departments engage in collaborative activities during two academic quarters while working with at-risk or disabled students in the public schools. A questionnaire covering demographic information, attitudes toward mainstreamed students, and perceptions of own knowledge about and ability to work with disabled students was administered to 35 elementary majors taking the Educational Partnerships course (SPED) and 9 education majors in the STEP project before and after their coursework. A third group of 14 secondary school majors not required to take special education coursework was given only a posttest. A significant gain from pretest to posttest for the total instrument was achieved by the SPED group, but not by the STEP group (which may have experienced a "ceiling" effect due to higher pretest scores). Both SPED and STEP groups showed significant increases at posttest in skills and knowledge base. There were no differences among the three groups in attitudes toward mainstreamed disabled students. (Contains 13 references.) (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC