Search results for: Disabilities
Page 3/4 37 items
Service-Learning Experiences of College Freshmen, Community Partners, and Consumers With Disabilities
In this study the authors have described the experiences of students, community partners, and consumers with disabilities with the implementation of service-learning projects. The authors investigated the extent to which students and community partners were satisfied with their service-learning experience and the aspects of the project that contributed to and detracted from their personal satisfaction.
Updated: Sep. 04, 2011
The purpose of this study was twofold. First, this study examined the effect of exceptionality labels during a structured direct observation. Second, this study attempted to determine if label bias was evident in preservice teachers and if teacher gender affected the bias. A total of 122 preservice teacher educators participated in the study. Results of this study suggest that observational biases exist with preservice educators.
Updated: Sep. 04, 2011
Recent legislative mandates, such as Individuals With Disabilities Education Improvement Act and No Child Left Behind, calling for improved access to the general education curriculum for students with disabilities. However, preservice teachers have not been adequately prepared for collaborative teaching in inclusive classrooms. To address this disconnect, the authors describe a cross-departmental collaboration created to bridge the experiences of general and special education preservice teachers and provide a context for coteaching at the preservice level.
Updated: Jun. 18, 2011
Education and Medical Professionals Collaborating to Prepare Early Childhood Teachers for Inclusive Settings
This paper describes the first three years of collaboration between a university's early childhood teacher education program and a hospital's program for families of children with special needs. Using a transdisciplinary model, the mission of this partnership is to prepare a new generation of teachers who excel in helping children with and without disabilities thrive.
Updated: Sep. 05, 2010
The current study assessed the association between preservice teacher-related variables on measures of the Physical Educators' Intention toward Teaching Individuals with Disabilities II – Preservice Survey (PEITID-II-PS). 213 preserive physical education teachers ,who purposely selected from universities in China, Korea, and the United States, participated in the study. Results indicated that both intention and perceived behavioral control were predicted by teaching experience and perceived teaching competency.
Updated: Aug. 18, 2010
Preservice and Early Career Teachers' Attitudes toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles
The current study examined the attitudes of beginning general education teachers with respect to teaching in inclusion classrooms. Sixty graduate students, taking a survey at the conclusion of a special education course, completed Q-sorts constructed to evaluate responses regarding attitude toward (a) inclusion, (b) instructional accommodations, and (c) fairness, along two dimensions: positive/negative and anxious/confident. A three-factor solution resulted in profiles of three groups of teachers: keen, but anxious, beginners; positive doers; and resisters.
Updated: Jun. 22, 2010
The Supporting Effective Teaching (SET) Project: The Relationship of Inclusive Teaching Practices to Teachers' Beliefs about Disability and Ability, and about their Roles as Teachers
The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities.
Updated: May. 25, 2010
Novice Special Educators' Instructional Practices, Communication Patterns, and Content Knowledge for Teaching Mathematics
In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students' mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers and 43 students with varying disabilities participated in this study. Results reveal two sets of instructional practices, communication patterns, and teacher understandings of mathematics for teaching that differentially affected student performance. Implications are discussed for teacher education and further research.
Updated: Jan. 12, 2010
The Impact of a College Course Where Pre-Service Teachers and Peers With Intellectual Disabilities Study Together
This article describes how 12 pre-service teachers who participated in an inclusive liberal learning understood their experience. The analysis of interviews with these pre-service teachers suggests that they emerged from the course with a commitment to the idea that students with intellectual disabilities have a right to a challenging liberal education. Most emerged with a stronger commitment to inclusive teaching practice and felt that the use of small group activities and discussions was the best way to build classroom community, create relationships among participants, and maximize learning. All of the interviewed pre-service teachers considered this course a positive academic experience
Updated: Jan. 12, 2010
Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education
This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that nearly all districts reported special education settings for the instruction of science for students with disabilities. However, some districts provided only general education settings.
Updated: Nov. 02, 2009