Journal ArticleDOI
Preparing General Education Teachers for Inclusive Classrooms: Assessing the Process:
TLDR
In this paper, the authors describe West Virginia University's five-year preservice teacher education program efforts to meet this need using a strand approach, a series of special education learning outcomes and competencies have been incorporated into the core courses required of all education majors.Abstract:
There is little doubt that general education teachers need to be prepared for students with special needs who will be in their classrooms. In this article, we describe West Virginia University's five-year preservice teacher education program efforts to meet this need. Using a strand approach, a series of special education learning outcomes and competencies have been incorporated into the core courses required of all education majors. Using both quantitative and qualitative assessments, students enrolled in their second, third and fourth year of the teacher education program and faculty teaching the core courses responded to the degree of competence and confidence they felt regarding the strand approach. Recommendations for WVU's fifth program year as well as for strengthening other teacher preparation programs with similar concerns are offered and supported.read more
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Journal ArticleDOI
Preparing new teachers for inclusive schools and classrooms.
TL;DR: The ESCalate development project led by Eileen Winter of Queen's University, Belfast as mentioned in this paper is an extension of a similar project undertaken by the proposer at the Ontario Institute for Studies in Education, University of Toronto, Canada (2002-2003).
Journal Article
"Less Afraid to Have "Them" in My Classroom": Understanding Pre-Service General Educators' Perceptions about Inclusion.
TL;DR: The No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004) have resulted in greater numbers of students with disabilities (SWDs) receiving most of their instruction in general education settings.
Journal ArticleDOI
A Model for Preparing Special and General Education Preservice Teachers for Inclusive Education
TL;DR: Project ACCEPT (Achieving Creative & Collaborative Educational Preservice Teams) represents an initiative at Northern Illinois University, where special and general education preservice teachers are joined in a voluntary project featuring an enhanced curriculum and field experiences in inclusive classrooms.
Journal ArticleDOI
Preservice and early career teachers' attitudes toward inclusion, instructional accommodations, and fairness: Three profiles
TL;DR: This paper examined the attitudes of beginning general education teachers (preservice and early career) with respect to teaching in inclusion classrooms, and found that the majority of teachers worry about being effective inclusion teachers.
Journal Article
Enhancing preservice teachers' sense of efficacy and attitudes toward school diversity through preparation: a case of one u.s. inclusive teacher education program
Wei Gao,Gerald Mager +1 more
TL;DR: The authors explored the trajectory of and the relationships between preservice teachers' sense of efficacy and attitudes toward school diversity through the course of preparation and found that participants were negative about teaching children with behavioral disabilities regardless of their perceived levels of efficacy.