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ERIC Number: ED557539
Record Type: Non-Journal
Publication Date: 2014
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-7335-2
ISSN: N/A
Perceptions of Pre-Service Teachers and Education Professors on the Abilities of Pre-Service Teachers to Effectively Instruct Students with Disabilities in an Inclusionary Environment
Rogers, Wendy Lynn
ProQuest LLC, Ph.D. Dissertation, Robert Morris University
Utilizing intrinsic case study, the researcher compared the perceptions of dual certification pre-service teachers and education professors regarding the knowledge and ability of pre-service teachers to instruct students with disabilities in an inclusionary environment. The specific areas of inquiry were established in accordance with the Pennsylvania Department of Education's (PDE's) Special Education domain. The principles under the domain include: evidence-based instruction and approaches for different disability populations, accommodations and access to general curriculum, and special education processes. These perceptions were compared to the acuity of education professors who have observed the pre-service dual certification teachers in the field. Additionally, this study provides recommendations from both dual-certified pre-service teachers and education professors on how to enhance teacher education programs in the prescribed domains for special education under PDE. The study's findings yield that student teachers and education professors, at one institution, perceive pre-service dual certification teachers mostly in the range of effective to highly effective in their ability to successfully instruct students with disabilities in inclusionary environments. Based on participant responses, four pivotal research-based instructional practices regarding how to provide accommodations for students of varying needs and give access to the general education curriculum in an inclusive environment are suggested. These practices include: student engagement, collaborative learning, scaffolding, and differentiated instruction. Additionally, the study sought to identify recommendations for future education programs. The two common areas identified as in need of improvement were providing additional classroom management training and varying classroom placements. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A