A Program Evaluation of an Inclusive Model for Training Pre-Service General Education Teachers to Work with Students with Special Needs

Autor/inn/en	Cannon, Joanna E.; Swoszowski, Nicole C.; Gallagher, Peggy; Easterbrooks, Susan R.
Titel	A Program Evaluation of an Inclusive Model for Training Pre-Service General Education Teachers to Work with Students with Special Needs
Quelle	In: Journal of the American Academy of Special Education Professionals, (2012), S.34-46 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Program Evaluation; Inclusion; Preservice Teacher Education; Regular and Special Education Relationship; Teaching Skills; Special Needs Students; Career Readiness; Pretests Posttests; Student Surveys; Student Teacher Attitudes; Graduate Students; Practicums; Beliefs; Educational Practices; Attitudes toward Disabilities; Training Methods; Teaching Models; Statistical Analysis + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Inklusion; Lehramtsstudiengang; Lehrerausbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Sonderpädagogischer Förderbedarf; Schülerbefragung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Practicum; Praktikum; Praktika; Belief; Glaube; Bildungspraxis; Didaktik; Trainingsmaßnahme; Lehrmodell; Statistische Analyse
Abstract	The purpose of this study was to evaluate a program using an inclusive model (e.g., course work in special education and special education liaison support) on the beliefs, practices, and skills of pre-service middle and secondary general education teachers (n = 26) regarding their preparedness to work with students with special needs. A pre- and post-survey, adapted from the General Education Teachers' Beliefs and Attitudes toward Planning for Mainstreamed Students (G-TBAP; Schumm, Vaughn, Gordon, & Rothlein, 1994) survey, was administered to participants in an urban research university in the Southeast. The graduate students were resurveyed while they were completing their practicum experiences. Statistically significant results were found in the post-survey indicating the inclusive model was effective for this program. Multiple dependent t-test analyses indicated that the overall beliefs, practices, and skills were improved for participants, "t"(25) = -4.156, p = 0.000. Limitations and future directions are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01