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ERIC Number: ED490026
Record Type: Non-Journal
Publication Date: 2005-Sep
Pages: 18
Abstractor: Author
Addressing Inclusion in an Era of Education Reform: Dispositions of Secondary and Elementary Pre-Service Educators in the Pipeline
Lambert, Connie; Curran, Christina M.; Prigge, Debra J.; Shorr, David
Online Submission
The purpose of this study was to investigate possible changes in the dispositions of preservice educators toward the inclusion of students with disabilities after participation in a required introductory inclusion class. The sample included 479 students (207 secondary/content specialists; 272 elementary/generalists: early childhood educators, special educators). Participants completed a pre and post survey instrument at entry and exit of the inclusion course. Results indicate statistically significant differences on all pairwise comparisons of survey items measuring general dispositions toward inclusion and on items measuring dispositions toward including students with specific disability eligibility categories in the general education classroom. Preservice elementary educators were also found to have attitudes that are more favorable toward inclusion than secondary educators. A significant difference was found in comparing the level of change from pre-survey to post-survey, with preservice secondary educators reporting greater gains in favorable attitudes toward inclusion at the end of the course. Results indicate that an inclusion course can favorably impact the attitudes of preservice educator toward including students with disabilities in the general education classroom, with a greater impact on the degree of reported attitudinal change for secondary educators. Professionals involved in the preparation of preservice educators must include appropriate content that provides the types of knowledge, skills and dispositions that will assist both elementary and secondary educators in meeting the demands of the curriculum and individual needs of students with disabilities. This will include equipping educators with skills for implementing differentiated instruction. In order to fully realize the potential of inclusive education, additional research in the preparation of preservice educators is needed within courses that deliver inclusionary practice information which investigates: (1) the effectiveness of specific competencies and/or objectives on preservice teachers' dispositions, knowledge and skills; (2) successful instructional practices utilized in the design and delivery of course(s) that have impact on educator dispositions at the elementary and secondary levels; and (3) the impact of preservice education courses on actual inclusive practices. (Contains 3 tables.)
Publication Type: Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A