Preservice Teachers' Perceptions of Including Students with Disabilities

Abstract

The purpose of this study was to compare the perceptions of future educators on two dichotomous scales (i.e., hostility/receptivity and anxiety/calmness) regarding serving students with disabilities in general education settings. Graduate and undergraduate preservice teachers (n ϭ 326) from three universities completed the Preservice Inclusion Survey (PSIS) during the first and last class sessions of enrollment in a survey of exceptionalities course. The results of this study have implications for future teachers' acceptance and disposition in serving students with disabilities in general classrooms. Participants in a survey of exceptionalities course significantly decreased their level of anxiety and hostility toward serving students with disabilities in general education settings. More research is needed to define disposition toward serving students with disabilities.

Efeitos da experiência clínica na percepção de profissionais do pré-atendimento na utilização de serviços especiais. DOI: 10.5007/1980-0037.2011v13n2p145

“…One such area in need of further investigation is teacher preparation. Shippen and associates 2 reference multiple studies [3][4][5] that indicate that preservice teachers feel their teacher training didn't sufficiently prepare them for work with special needs populations in a general classroom setting. Specifically significant in teacher preparation is the construct of learning environments that pre-service teachers are educated in.…”

Counselors', Rehabilitation Providers', and Teachers' Perceptions of Mental and Physical Disabilities

“…Cultural refers to more than ethnic or racial heritage; cultural also includes social and interpersonal relationships, institutions, language and communication, values, age, gender, religion, belief systems, occupations, sexual orientations, disabilities, and appearance (Baruth & Manning, 2003;Corey, 2005;Gopaul-McNicol & Thomas-Presswood, 1998). The importance of understanding service professionals' perceptions of cultural diversity in a pluralistic society is especially significant for human service professionals and those who prepare future human service professionals (Curtis, 1998;Shippen, Crites, Houchins, Ramsey, & Simon, 2005). For the purposes of the current study, this understanding begins with a deconstruction of the term disability and what it means.…”

Öğretmen Adaylarının Özel Eğitim ve Kaynaştırma Eğitiminde Matematik Uygulamalarına İlişkin Görüşleri

“…Oysa özel gereksinimli öğrencilerin devam ettikleri okullarda sosyal becerilerinin (Maag, 2005; Sazak-Pınar, Sucuoğlu ve Çıkrık-çı-Demirtaşlı, 2013) yanı sıra akademik becerilerinin de desteklenmesi ve akademik başarılarının artırılması adına adımlar atılması gerekir (Hacısali-hoğlu-Karadeniz, Akar ve Şen, 2015). Bu bağlamda öğretmen adaylarının özel gereksinimli öğrencilerin akademik becerilerini geliştirmeyi daha iyi algıladıkları, kaynaştırmaya yönelik kaygılarının azaldığı (Shippen, Crites, Houchins, Ramsey ve Simon, 2005) ve özel eğitim konusunda bilgilendirilmenin adayların olumlu tutum sergilemesine yol açtığını ortaya koymuşlardır (Gözün ve Yıkmış, 2004). Bu nedenle adaylara, lisans döneminde verilen "Özel Eğitim" dersinde kuramsal bilginin yanı sıra kaynaştırma eğitiminde matematik uygulamalarına ilişkin farkındalık kazandırmak, böylelikle öğ-retmenlik yeterliliklerine katkı sağlamak önemli görülmektedir.…”