A Comparative Study of Traditional and Alternative Teacher Preparation Programs Dedicated to the Teaching of Students with Special Needs
Teacher preparation is under a great deal of scrutiny resulting from an increase in state and national standards and expectations. An increase in the presence of students with special needs is also changing the dynamic of classroom teaching. Pre-service teachers are in need of greater exposure to strategies for teaching students with special needs in order to better serve this population. The research previously done has shown a need for improvements in educating general education teachers to interact with students with special needs. Suggestions such as increased observation and fieldwork, an improvement in the quality of coursework, and changes to alternative preparation programs to better prepare pre-service teachers have been proposed to improve this situation. The participants in this research study were employees of a large midwestern suburban school district. In order to gather data, the SACIE-R scale, developed initially in 2007 from three other assessments and revised in 2011, was used via an anonymous online survey. From the data collected, comparisons were made by grouping participants by type of preparation program and years in the field of education. The !-test analysis results for the different groups (types of programs years in the field) were mixed. While most of the results were not statistically significant, one t-test analysis showed teachers perceive their level of preparedness differently depending on how many years they have been teaching. Furthermore, there were three different ChiSquare tests that were statistically significant. These Chi-Square tests showed that years in the field can be connected with the type of teacher preparation program chosen as well as the perceived level of preparedness achieved by that program. The Chi-Square analysis also showed a relationship between the type of program and the number of teachers who believed they were prepared to interact with students with special needs. Two major themes and two minor themes reflecting on teacher preparation regarding students with special needs grew out of the request for program improvement suggestions in the survey. Additional suggestions also offered ways to improve programs as a whole, not just in regards to special education. Mixed results on data analysis suggests a need for further research into the areas of teacher preparation programs and the way years in the education field can play a role in how teachers perceive their ability to work with students with special needs. After discussing the limitations of the study, the rest of the chapter gives insight into areas for potention future research as well as suggestions for improving teacher preparation programs.
Showing items related by title, author, creator and subject.
Goad, Jenni (2020)The key to being a successful educator and witnessing widespread positive student academic achievement can take decades of deliberate practice and dedication. This thesis project researched the most important aspects of ...
Testing of Students: The Relevance of MAPS Tested Special Education Students for Teachers, Parents and School Districts Kasprowicz, Scott A. (2015)In the state of Wisconsin school districts have increasingly began to use MAPS assessment scores to measure student growth. At the same time, school districts have been introducing new teacher assessments for judging teacher ...
A Study of Responses by Kenosha Unified School District No.1 Special Education Teachers to Determine the Status of Inclusion Lesperance, Louis (1995)The purpose of this study was to examine the current status of inclusion in Kenosha Unified District No.1. The study was conducted through a survey sent to all full time special education teachers (160) in all areas of ...