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ERIC Number: ED404489
Record Type: RIE
Publication Date: 1996-Dec
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Writing Case Studies: A Holistic Approach for Teaching Preservice Educators about Students with Disabilities.
Jones, Karen H.; Black, Rhonda S.
A course on the needs of students with disabilities implemented an activity for preservice vocational teachers to promote problem solving and active application of knowledge. Participants carried out the following activities: (1) observing and interviewing a student with a disability and his or her teachers; (2) writing a case study about the student; (3) participating in group problem-solving sessions with other preservice educators; and (4) designing an instructional modification for their student. Over a 2-year period, 37 vocational education majors at a large southeastern university participated. Participants were teamed according to their students' areas of disability or learning difficulty. Three main themes emerged from the participants' written case reports: perception of normality, self-image of the student, and lack of friendships. Many participants found that their assigned students looked like their peers without disabilities, wanted to keep their disability a secret, and had low self-confidence, esteem, or image. Participants were aware that many students had very appropriate peer relationships but not all had positive social interactions. The preservice educators indicated the case study was beneficial in encouraging them to reflect on their preconceptions; they benefitted from observing other school personnel making accommodations for special needs students; and they learned how multidimensional the issue of assisting a student with a disability could be. (Contains 19 references.) (YLB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the American Vocational Association Convention (Cincinnati, OH, December 5-8, 1996).