Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction

Abstract

This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide. The analysis revealed that intense, elaborated adaptations were developed as a result of the feedback. The participants also completed the Case On-Line Project Survey and a written reflection regarding their perceptions of the project and its outcomes.

Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities

“…Pugach and colleagues (2014) excluded survey and attitudinal studies from their analysis. Sixteen of the thirty studies included in the chapter included some form of assessments of preservice teachers (Andrews, 2002;Arndt & Liles, 2010;Brown, Welch, Hill, & Cipko, 2008;Frey, Andres, McKeeman, & Lane, 2012;Geer & Hammill, 2007;Golder, Norwich & Bayliss, 2005;Goodnough, Osmand, Dibbon, Glassman, & Stevens, 2009;Griffin, Jones, & Kilgore, 2006;Kamens, 2007;Kamens & Casale-Giannola, 2004;Kurtts, Hibbard, & Levin, 2005;Jeffs & Banister, 2006;Maheady, Jabot, Rey, & Michelli-Pendl, 2007;McHatton & Daniel, 2008;Sobel, Iceman-Sands, & Basile, 2007;Young, 2011a). One of the findings of the review revealed that when the term "diverse" appeared within the studies about collaboration, it was typically to reference the diversity of participants' academic or departmental backgrounds or to reference the diverse learning needs of P-12 learners.…”

“…The researchers of these studies used a variety of researcher-developed assessments and applied quantitative, qualitative or mixed methods approaches to the analysis of the data. The assessments ranged from one or more of the following: pre-and post-test surveys (Brown et al, 2008;Jeffs & Banister, 2006;Kurtts et al, 2005;Maheady et al, 2007;McHatton & Daniel, 2008;Murray & Curran, 2008;Sobel et al, 2007;Stang & Lyons, 2008;Welch & Brownell, 2002;), qualitative analyses of preservice candidates responses (Arndt & Liles, 2010;Gallagher, Vail, & Monda-Amaya, 2008;Geer & Hamill, 2007;Griffin et al, 2006;Kamens & Casale-Giannola, 2004;Stang & Lyons, 2008;Young, 2011a), curricular probes to assess content knowledge (Hallam, Buell, and Ridgeley, 2003;Van Laarhoven et al, 2007), field-based observation reports (Frey et al, 2012;Golder et al, 2005;Goodnough et al, 2009;Kamens, 2007), case based assessment (Andrews, 2002), and qualitative vignettes (Bradley & Monda-Amaya, 2005).…”

“…Two of the studies (Griffin et al, 2006;Kamens, 2007) appeared in both the McCall et al (2014) and reviews. Four studies appeared in Pugach and colleagues' (2014) handbook chapter (Andrews, 2002;Arndt & Liles;2010;Sobel et al, 2007;Young 2011a). Two studies are from the McCall et al (2014) review and addressed preservice teachers' collaboration with families (Hallam et al, 2003;Murray & Curran, 2008).…”

“…In addition to conceptualizing professional roles and responsibilities, there were two studies in which preservice teachers and teacher educators explored how structural forces, such as P-12 students' cultural and linguistic backgrounds, related to preservice teacher preparation. Andrews (2002) incorporated case-based instruction and an on-line component to student teaching in a course designed to better prepare teacher candidates for inclusive classrooms. Among the questions that guided the research, two focused on the use of online collaboration and the development of preservice teachers' confidence for working in diverse classrooms.…”

“…The review of studies that included assessments of collaborative instructional knowledge and skills yielded two potential indicators of intersectional competence: the capacity to coconstruct and negotiate professional roles and responsibilities when teaching students with diverse abilities (e.g., Griffin et al, 2006;Kamens, 2007) and preservice teachers' ability to assess how cultural (Sobel et al, 2008;Murray & Curran, 2008;), linguistic (Andrews, 2002;Sobel et al, 2008) and economic factors (Hallam et al, 2003;Murray & Curran, 2008) may impact the experiences of students with disabilities and their families.…”