Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions

Autor/inn/en	Hansen, Kathryn D.; Dawson, Debra L.; Specht, Jacqueline A.
Titel	Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions
Quelle	In: Exceptionality Education International, 27 (2017) 1, S.99-115 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Learning Disabilities; Teacher Competencies; Test Construction; Teacher Attitudes; Knowledge Level; Community Colleges; College Faculty; Questionnaires; Factor Analysis; Test Validity; Test Reliability; Inclusion; Foreign Countries; Statistical Analysis; Likert Scales; Canada + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Lehrkunst; Testaufbau; Lehrerverhalten; Wissensbasis; Community college; Community College; Fakultät; Fragebogen; Faktorenanalyse; Testvalidität; Testreliabilität; Inklusion; Ausland; Statistische Analyse; Likert-Skala; Kanada
Abstract	Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01