Preservice teacher’s preceptions of including students with disabilities


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Preservice teacher’s preceptions of including students with disabilities

  1. 1. Pre-service Teachers Perceptions of Including Students with Disabilities<br />Presented by:<br />NabaJalilHussain Abdulla<br />Zahra A.AzizZainabMahmood<br />
  2. 2. Pre-service Teacher’s Perceptions of Including Students with Disabilities<br />The purpose of this study was to compare the perceptions of future educators on two scales (hostility/receptivity and anxiety/calmness)<br />What we need to know:<br /><ul><li>What are the disabilities?
  3. 3. What do pre-service teachers think about this topic?
  4. 4. What research is needed to define dispositions toward serving students with disabilities</li></li></ul><li>The study: Goodlad and Field (1993) interviewed pre-service teachers regarding their perceptions of serving students with disabilities in general classes.<br />The result: their study indicated that general educators are insufficiently prepared to teach students with disabilities and that's just like another study results where secondary teachers indicated that their studies did not effectively prepare them to skillfully teach students with disabilities.<br />
  5. 5. In another study:<br />A researcher came up with a result that coursework in teaching students with disabilities did not increase their positive attitude or willingness to work with such a students.<br />Our solution: We believe that pre-service teachers need some practical activities or visits to special education schools in order to have clearer idea about this topic.<br />
  6. 6. The Methods<br />The purpose of this study was to compare the perceptions of future educators on two dichotomous scales<br />Hostility/receptivity<br />Anxiety/calmness<br />The survey was contain two factors, the first factor belong to ideas and the second factor belonging more to emotions. <br />
  7. 7. Participants<br />Preservice graduate & undergraduate students (n= 326) enrolled in survey of exceptionality courses at 3 universities located in the United States.<br />Survey Instrument<br />The survey consisted of a one paragraph hypothetical scenario regarding serving students with disabilities in inclusive classes.<br />The students with disabilities described in a hypothetical scenario were identified as having hearing impairments, learning disabilities, mental retardation, behavioral disorders, or physical disabilities<br />The scenario was followed by a list of 17 adjectives that<br />were rated on a 5-point Likert-type scale delineated as :<br />negative, somewhat negative, neutral, somewhat positive and positive feelings toward the scenario.<br />Procedures<br />They did the same survey twice <br />
  8. 8. Means and (Standard Deviations) by Gender<br />
  9. 9. Factor Analysis of PSIS<br />
  10. 10. Discussion<br />The aim of this study that the researchers examined the teachers ‘ opinions about teaching students with special needs before and after educating them and the researchers used a survey two times to see the differences between teachers opinion, before and after. <br />The researchers indicated two groups of special educators and future general educators in their research and they found that both of the groups became slightly more receptive to teach the disabilities<br />
  11. 11. The researcher found that the most of the teachers were neutral about teaching students with disabilities and this did not correspond with the findings of Kirk (1998).<br />Teacher candidates need more information about collaboration, teaming, and role release.<br />Whenever teachers have more awareness about people with special needs, they will have less concern regarding of the students with special needs in their classes. <br />The researchers found that the introductory course has changed the perceptions of teachers regarding the existence of students with special needs in their classrooms<br />