The Effect of Flipped Instruction on Special Education Preservice Teachers' Perceptions

How Teachers View Inclusion of Special Education Students: A Case From South Texas

“…Federal rehabilitation legislation such as this opened door for the emergence of the “integration” phase. Section 504 of the Rehabilitation Act of 1973 prohibited exclusion based on disability from participation in any federal or federally sponsored program, which included the ability to receive a qualified education in an institutional setting (Massey et al, 2022; Williams-Brown & Hodkinson, 2021).…”

“…The findings showed that principals and special education teachers had more positive attitudes regarding inclusion than teachers who taught in general classrooms. Indeed, various contextual factors affect teachers’ attitudes toward the inclusion of students with disabilities (Guerra et al, 2017; Massey et al, 2022; Tiwari et al, 2015, Wray et al, 2022). Factors include the teachers’ level of preparedness to effectively teach students with disabilities while simultaneously teaching students without disabilities (Avramidis et al, 2000), a lack of teacher collaboration (Jackson et al, 2000; Kozik et al, 2009), and a lack of pre-service training and supports (Mackey, 2014).…”

“…Factors affecting the implementation of inclusive education are multifaceted and extend over and beyond the boundaries of the school and the classroom. Therefore, it is imperative that educators and policymakers examine school and classroom level factors by incorporating the views of the teachers, students, parents, and administrators (Guerra et al, 2017; Massey et al, 2022; Tiwari et al, 2015). The positive attitudes toward the inclusion of students with disabilities could be sustained by providing support for the procedural concerns, including adequate time for collaboration, ongoing training in differentiated education, and adjustments in the high-stake testing requirements.…”

Innovative Approaches for Preparing Special Education Preservice Teachers

“…Therefore, K-12 special education graduates should be prepared to face a rapidly changing job market. In order for K-12 students to accomplish this, higher education courses must provide preservice teachers with theoretical and conceptual frameworks and evidence-based practices necessary to meet the high demands of the students they will serve (Lee et al, 2017;Massey et al, 2022).…”

“…Providing preservice teachers with additional time to practice effective instructional strategies can help strengthen their skillset and potentially impact their decision to stay in the classroom (Billingsley & Bettini, 2019). Building upon this need, the next section will explore a potential solution for special education teacher educators to enhance their instructional methodologies through a more active and engaging learning environment using a blended learning instructional approach (Massey et al, 2022;Singh et al, 2021).…”