ERIC Number: ED457644
Record Type: RIE
Publication Date: 2000
Project "Getting Up to Spe-ed": Preliminary Findings.
Owens, Katharine D.; Welton, Evonn N.
This report discusses preliminary findings of Project "Getting Up to Spe-ed", a project designed to ensure undergraduate education students are well versed in inclusionary practices and endowed with the skills necessary to make appropriate modifications, to inform undergraduate faculty of the latest rules/regulations and trends regarding students with disabilities, and to revise undergraduate core courses and courses in teaching methods to include techniques to modify instructional and assessment strategies for students with disabilities. To meet these goals, a 2-day workshop was provided for faculty involved in the training of preservice teachers. The workshops focused on current information regarding special education policies and teaching assessment strategies effective for students with disabilities included in the regular classrooms. During the workshop, revisions to existing core courses and methods courses to reflect the workshop themes took place. At the end of the fall term, students enrolled in the teacher-education courses were given the attitude toward inclusion instrument to determine changes in overall attitudes following the faculty enhancement workshop and course revisions. Results of analysis to date indicate the longer students are enrolled in the elementary education program, the more positive are their attitudes toward including special education students in regular classes. (Contains 12 references.) (CR)
Descriptors: Attitude Change, Attitudes toward Disabilities, Course Content, Disabilities, Educational Practices, Elementary Secondary Education, Faculty Development, Inclusive Schools, Postsecondary Education, Preservice Teacher Education, Teacher Education Programs, Teacher Workshops, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A