Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions
Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all stude...
Gespeichert in:
| Veröffentlicht in: | Remedial and special education 2010-01, Vol.31 (1), p.24-33 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 33 |
|---|---|
| container_issue | 1 |
| container_start_page | 24 |
| container_title | Remedial and special education |
| container_volume | 31 |
| creator | Harvey, Michael W. Yssel, Nina Bauserman, Adam D. Merbler, John B. |
| description | Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided. |
| doi_str_mv | 10.1177/0741932508324397 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_236328839</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ874407</ericid><sage_id>10.1177_0741932508324397</sage_id><sourcerecordid>1936859121</sourcerecordid><originalsourceid>FETCH-LOGICAL-c352t-1614437a940dd731c37ca1e32512bb31c24a2463364f0aa0cd588c6a589d599f3</originalsourceid><addsrcrecordid>eNp1UE1LwzAYDqJgnd49eCiejSZ583mUselkoId5Llmaasdsa9IK_ntTKgqCp5fnfb7gQeickmtKlbohilMDTBANjINRByijAjTmSshDlI00HvljdBLjjhBClWYZunoKPvrwUTufb7x1rz7k6dXZYPu6bfKqDfmqcfshJnSKjiq7j_7s-87Q83Kxmd_j9ePdan67xg4E6zGVlHNQ1nBSlgqoA-Us9amcsu02YcYt4xJA8opYS1wptHbSCm1KYUwFM3Q55XahfR987ItdO4QmVRYMJDCtwSQRmUQutDEGXxVdqN9s-CwoKcZJir-TJMvFZPGhdj_yxYNWnJORxhMd7Yv_rfw37gtM0WdP</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>236328839</pqid></control><display><type>article</type><title>Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>SAGE Complete A-Z List</source><source>Alma/SFX Local Collection</source><creator>Harvey, Michael W. ; Yssel, Nina ; Bauserman, Adam D. ; Merbler, John B.</creator><creatorcontrib>Harvey, Michael W. ; Yssel, Nina ; Bauserman, Adam D. ; Merbler, John B.</creatorcontrib><description>Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided.</description><identifier>ISSN: 0741-9325</identifier><identifier>EISSN: 1538-4756</identifier><identifier>DOI: 10.1177/0741932508324397</identifier><identifier>CODEN: RASEEN</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Age Differences ; Beginning teachers ; Classroom Design ; College Faculty ; Disabilities ; Educational Needs ; Elementary Secondary Education ; Federal Legislation ; Federal Programs ; General Education ; Higher education ; Inclusive Schools ; Likert Scales ; Mainstreaming ; No Child Left Behind Act 2001 ; Preservice Teacher Education ; Preservice Teachers ; Program Effectiveness ; Racial Differences ; Regular and Special Education Relationship ; Special Education ; Special Education Teachers ; Special Needs Students ; Students with disabilities ; Surveys ; Teacher Attitudes ; Teacher Competencies ; Teacher education ; Teacher Educators ; Teacher Responsibility</subject><ispartof>Remedial and special education, 2010-01, Vol.31 (1), p.24-33</ispartof><rights>2010 Hammill Institute on Disabilities</rights><rights>SAGE Publications © Jan/Feb 2010</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c352t-1614437a940dd731c37ca1e32512bb31c24a2463364f0aa0cd588c6a589d599f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0741932508324397$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0741932508324397$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,4009,12826,21799,27902,27903,27904,30978,43600,43601</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ874407$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Harvey, Michael W.</creatorcontrib><creatorcontrib>Yssel, Nina</creatorcontrib><creatorcontrib>Bauserman, Adam D.</creatorcontrib><creatorcontrib>Merbler, John B.</creatorcontrib><title>Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions</title><title>Remedial and special education</title><description>Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided.</description><subject>Age Differences</subject><subject>Beginning teachers</subject><subject>Classroom Design</subject><subject>College Faculty</subject><subject>Disabilities</subject><subject>Educational Needs</subject><subject>Elementary Secondary Education</subject><subject>Federal Legislation</subject><subject>Federal Programs</subject><subject>General Education</subject><subject>Higher education</subject><subject>Inclusive Schools</subject><subject>Likert Scales</subject><subject>Mainstreaming</subject><subject>No Child Left Behind Act 2001</subject><subject>Preservice Teacher Education</subject><subject>Preservice Teachers</subject><subject>Program Effectiveness</subject><subject>Racial Differences</subject><subject>Regular and Special Education Relationship</subject><subject>Special Education</subject><subject>Special Education Teachers</subject><subject>Special Needs Students</subject><subject>Students with disabilities</subject><subject>Surveys</subject><subject>Teacher Attitudes</subject><subject>Teacher Competencies</subject><subject>Teacher education</subject><subject>Teacher Educators</subject><subject>Teacher Responsibility</subject><issn>0741-9325</issn><issn>1538-4756</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp1UE1LwzAYDqJgnd49eCiejSZ583mUselkoId5Llmaasdsa9IK_ntTKgqCp5fnfb7gQeickmtKlbohilMDTBANjINRByijAjTmSshDlI00HvljdBLjjhBClWYZunoKPvrwUTufb7x1rz7k6dXZYPu6bfKqDfmqcfshJnSKjiq7j_7s-87Q83Kxmd_j9ePdan67xg4E6zGVlHNQ1nBSlgqoA-Us9amcsu02YcYt4xJA8opYS1wptHbSCm1KYUwFM3Q55XahfR987ItdO4QmVRYMJDCtwSQRmUQutDEGXxVdqN9s-CwoKcZJir-TJMvFZPGhdj_yxYNWnJORxhMd7Yv_rfw37gtM0WdP</recordid><startdate>201001</startdate><enddate>201001</enddate><creator>Harvey, Michael W.</creator><creator>Yssel, Nina</creator><creator>Bauserman, Adam D.</creator><creator>Merbler, John B.</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>KB0</scope><scope>M0P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>201001</creationdate><title>Preservice Teacher Preparation for Inclusion</title><author>Harvey, Michael W. ; Yssel, Nina ; Bauserman, Adam D. ; Merbler, John B.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c352t-1614437a940dd731c37ca1e32512bb31c24a2463364f0aa0cd588c6a589d599f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Age Differences</topic><topic>Beginning teachers</topic><topic>Classroom Design</topic><topic>College Faculty</topic><topic>Disabilities</topic><topic>Educational Needs</topic><topic>Elementary Secondary Education</topic><topic>Federal Legislation</topic><topic>Federal Programs</topic><topic>General Education</topic><topic>Higher education</topic><topic>Inclusive Schools</topic><topic>Likert Scales</topic><topic>Mainstreaming</topic><topic>No Child Left Behind Act 2001</topic><topic>Preservice Teacher Education</topic><topic>Preservice Teachers</topic><topic>Program Effectiveness</topic><topic>Racial Differences</topic><topic>Regular and Special Education Relationship</topic><topic>Special Education</topic><topic>Special Education Teachers</topic><topic>Special Needs Students</topic><topic>Students with disabilities</topic><topic>Surveys</topic><topic>Teacher Attitudes</topic><topic>Teacher Competencies</topic><topic>Teacher education</topic><topic>Teacher Educators</topic><topic>Teacher Responsibility</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Harvey, Michael W.</creatorcontrib><creatorcontrib>Yssel, Nina</creatorcontrib><creatorcontrib>Bauserman, Adam D.</creatorcontrib><creatorcontrib>Merbler, John B.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Database</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Remedial and special education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Harvey, Michael W.</au><au>Yssel, Nina</au><au>Bauserman, Adam D.</au><au>Merbler, John B.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ874407</ericid><atitle>Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions</atitle><jtitle>Remedial and special education</jtitle><date>2010-01</date><risdate>2010</risdate><volume>31</volume><issue>1</issue><spage>24</spage><epage>33</epage><pages>24-33</pages><issn>0741-9325</issn><eissn>1538-4756</eissn><coden>RASEEN</coden><abstract>Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/0741932508324397</doi><tpages>10</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0741-9325 |
| ispartof | Remedial and special education, 2010-01, Vol.31 (1), p.24-33 |
| issn | 0741-9325 1538-4756 |
| language | eng |
| recordid | cdi_proquest_journals_236328839 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); SAGE Complete A-Z List; Alma/SFX Local Collection |
| subjects | Age Differences Beginning teachers Classroom Design College Faculty Disabilities Educational Needs Elementary Secondary Education Federal Legislation Federal Programs General Education Higher education Inclusive Schools Likert Scales Mainstreaming No Child Left Behind Act 2001 Preservice Teacher Education Preservice Teachers Program Effectiveness Racial Differences Regular and Special Education Relationship Special Education Special Education Teachers Special Needs Students Students with disabilities Surveys Teacher Attitudes Teacher Competencies Teacher education Teacher Educators Teacher Responsibility |
| title | Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-26T07%3A21%3A29IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Preservice%20Teacher%20Preparation%20for%20Inclusion:%20An%20Exploration%20of%20Higher%20Education%20Teacher-Training%20Institutions&rft.jtitle=Remedial%20and%20special%20education&rft.au=Harvey,%20Michael%20W.&rft.date=2010-01&rft.volume=31&rft.issue=1&rft.spage=24&rft.epage=33&rft.pages=24-33&rft.issn=0741-9325&rft.eissn=1538-4756&rft.coden=RASEEN&rft_id=info:doi/10.1177/0741932508324397&rft_dat=%3Cproquest_cross%3E1936859121%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=236328839&rft_id=info:pmid/&rft_ericid=EJ874407&rft_sage_id=10.1177_0741932508324397&rfr_iscdi=true |