NotesFAQContact Us
Search Tips
ERIC Number: ED528050
Record Type: Non-Journal
Publication Date: 2011
Pages: 104
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-9328-9
Teaching Students with Disabilities: Perception of Preparedness among Preservice General Education Teachers
Nutter, Mary Ellen
ProQuest LLC, Ed.D. Dissertation, Northcentral University
Increasing numbers of students with disabilities are being included full time in general education classrooms. General education teachers are assuming greater responsibility for the academic progress of students with special needs. Prior to the EAHCA, the education of students with disabilities was the primary responsibility of the special education teacher, but today the education of students with disabilities is a responsibility shared by both the special education teacher and the regular education teacher. The purpose of this quantitative study was to examine the relationship between preservice teacher candidates' perceived knowledge and skill levels and their attitudes toward students with disabilities. The study was correlational in design. Participants included 88 general education preservice teacher candidates completing their student teaching semester from three regional institutions of higher education in Oklahoma. Participants completed a 5-point Likert-scaled online survey consisting of demographic questions and the Regular Education Teacher Perceptions Survey. Bivariate correlations were computed to evaluate the relationship between knowledge base, skill level and attitudes toward students with disabilities. Relationships were significant between knowledge of policy and procedures and attitude, r (86) = 0.42, p less than 0.01; knowledge of instructional strategies and attitude, r (86) = 0.62, p less than 0.01; and skill level regarding instructional strategies and attitude r (86) = 0.48, p less than 0.01. There was no significant relationship found between skill level regarding policy and procedures and attitude (p = 0.06). Future research is recommended to determine if findings will be replicated in teacher preparation programs of other sizes and locations. Findings will assist institutions of higher education in developing curricula for general education teacher preparation programs which will also serve to prepare general education teachers for instruction of students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma