ERIC Number: ED410217
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Active Learning's Effect upon Preservice Teachers' Attitudes toward Inclusion.
Andrews, Sharon; Clementson, John J.
The purpose of this study was to determine the effect of active learning techniques and the use of supplemental literature dealing with disabilities in a required introduction to education and special education course on preservice teachers (N=67) attitudes toward inclusion. The active learning techniques included participation in simulation activities, awareness activities, role playing, problem solving, and open-ended discussions. Throughout the semester there were also field trips. Statistical analysis indicated that change in preservice teacher attitudes toward inclusion from pre- to post-survey was statistically significant. The post-survey results showed students were generally more favorable regarding inclusion but have some doubts if it benefits all students. Post-survey results also indicated that these preservice teachers were not sure if all teachers can effectively teach students with special needs and showed a concern that more than minor changes are needed to facilitate successful inclusion. The survey instrument and table of data are appended. (Contains 22 references.) (JLS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A