Literaturnachweis - Detailanzeige
| Autor/inn/en | Andrews, Sharon; Clementson, John J. |
|---|---|
| Titel | Active Learning's Effect upon Preservice Teachers' Attitudes toward Inclusion. |
| Quelle | (1997), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Active Learning; Disabilities; Elementary Secondary Education; Higher Education; Inclusive Schools; Mainstreaming; Preservice Teacher Education; Regular and Special Education Relationship; Student Teacher Attitudes; Student Teachers; Teacher Education Programs; Teacher Role |
| Abstract | The purpose of this study was to determine the effect of active learning techniques and the use of supplemental literature dealing with disabilities in a required introduction to education and special education course on preservice teachers (N=67) attitudes toward inclusion. The active learning techniques included participation in simulation activities, awareness activities, role playing, problem solving, and open-ended discussions. Throughout the semester there were also field trips. Statistical analysis indicated that change in preservice teacher attitudes toward inclusion from pre- to post-survey was statistically significant. The post-survey results showed students were generally more favorable regarding inclusion but have some doubts if it benefits all students. Post-survey results also indicated that these preservice teachers were not sure if all teachers can effectively teach students with special needs and showed a concern that more than minor changes are needed to facilitate successful inclusion. The survey instrument and table of data are appended. (Contains 22 references.) (JLS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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