.The purpose of this study was to examine the effects of an undergraduate adapted ph ysical education course on the attitudes of preservice physical educators toward individuals with disabilities. The participants for this study were 108 students enrolled in undergraduate adapted physical education courses at a faith-based universit y. The Ph ysical Educators Attitude toward Teaching Individuals withDisabilities, third edition pre-and post-intervention was utilized to assess an y changes in the participants' attitudes toward individuals with disabilities.Statisticall y significant differences were found between the participants' pre-and post-intervention attitudinal scores on all measured areas (i.e. emotional disturbance, learning disabled, mild intellectual disabilit y, severe intellectual disabilit y, and total). There were no statisticall y significant differences in attitudinal scores based on the gender of the respondents. There were no statisticall y significant

Children and youth with disabilities perform more poorly in transitional outcomes than their non-disabled peers. Programs are facing many changes because of these outcomes. Definitions are being revised, and new categories of exceptionalities are being recognized. Accountability measures are being put in place for people with disabilities.However, there is an important, current issue identified by researchers and individuals with disabilities -the issue of self-determination. This article explores how selfdetermination can and should be taught to children and youth with disabilities.LEARNING SELF-DETERMINATION 3 TEACHING SELF-DETERMINATION TO CHILDREN AND YOUTH WITH EMOTIONAL AND BEHAVIORAL DISABILITIES Coleman (1966) states that a sense of purpose and destiny facilitates positive outcomes. Successful people assess their needs, determine their goals, plan actions, act, monitor their performance, and make any needed adjustments (Mithaug, Martin & Agran, 1987). Mithaug (1996) argues that few children succeed because of the instruction they receive. These children succeed because adults identify them as having a sense of purpose for their lives. They know what they like, what they can do, what they want and how to get it. Unfortunately, many children and youth leaving our special education programs lack a sense of purpose and destiny (White et al, 1982). They do not advocate for their own goals and interests (Allen, 1989). They often are not seen as being selfdetermined.The Council for Exceptional Children (1994) reports 37% of youths with disabilities who participated in the National Longitudinal Transition Survey (NLTS) were living independently three to five years after graduation. This figure is 60% for the general population. Only 37% of the youths with disabilities surveyed had enrolled in postsecondary school as compared with 68% of youths without disabilities. Although the NLTS found that employment levels were about the same for general population as for youths with disabilities five years after graduation from secondary school, these youths were earning less than $12,000 per year for full-time, year-round employment.Students with disabilities have only a 35% to 45% chance of finding full-time work after leaving school. The probability of future employment for students with disabilities decreases over time. For part-and full-time work combined, most studies report about a 60% employment level for persons with disabilities (Hasazi, Gordon, & Roe, 1985; Wagner, 1989Wagner, , 1991. Also, according to data provided by NTLS (1990), only 1.8% of the graduating students with learning disabilities go to four-year universities. The number is somewhat higher for two-year postschool institutions.However, most students complete only a few courses. After more than three decades of federal involvement in the education of children and youths with disabilities, these disturbing post school outcomes have led practitioners, policymakers, researchers, and parents of young people with disabilities to conclude that sp...

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This article gives an overview of service learning as it relates to the integration of faith and learning for a pre-service teacher candidate. A survey was given to pre-service, education candidates who were completing a service-learning project in a local Christian school. Results from the survey indicate that all major elements of service learning in a faith based institution were achieved to include agreeing on a mission, having administration buy-in, candidate learning, and an awareness of faith and learning. In addition teacher education candidates were more likely to work in Christian school after having been exposed to this experience. The research supports the importance of providing a variety of experiences that integrate faith and learning.