A Program Evaluation of an Inclusive Model for Training Pre-Service General Education Teachers to Work with Students with Special Needs

Joanna E. Cannon
University of British Columbia


Nicole C. Swoszowski
University of Alabama


Peggy Gallagher
Georgia State University


Susan R. Easterbrooks
Georgia State University

Abstract

The purpose of this study was to evaluate a program using an inclusive model (e.g., course work in special education and special education liaison support) on the beliefs, practices, and skills of pre-service middle and secondary general education teachers (n=26) regarding their preparedness to work with students with special needs. A pre- and post-survey, adapted from the General Education Teachers' Beliefs and Attitudes toward Planning for Mainstreamed Students (G-TBAP; Schumm, Vaughn, Gordon, & Rothlein, 1994) survey, was administered to participants in an urban research university in the Southeast. The graduate students were resurveyed while they were completing their practicum experiences. Statistically significant results were found in the post-survey indicating the inclusive model was effective for this program. Multiple dependent t-test analyses indicated that the overall beliefs, practices, and skills were improved for participants, t(25) = -4.156, p = .000. Limitations and future directions are discussed.


Read or Download

  • To Read this Article - or Download this Article (login require)

  • To Download the Entire Spring-Summer 2012 Issue of JAASEP -  (login required)

NASET Members -  Login to Access These Files.


To top

Return to the Table of Contents - CLICK HERE

forgot username or password?