Project Accept: Preparing Pre-service Special and General Educators for Inclusive Education

Laarhoven, Toni Van; Munk, Dennis D.; Lynch, Karen E.; Wyland, Sharon; Dorsch, Nina G.; Zurita, Leslie M.; Bosma, Julie; Rouse, Joanne

doi:10.1177/088840640602900401

Cited by 16 publications

(15 citation statements)

References 5 publications

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“…According to the results of this study, the instruction of UDL to preservice general education teachers is occurring in at least 21 states. Of these states, three—Illinois, Missouri, and North Carolina—were also noted in the literature on UDL and general education teacher preparation (O’Brien et al, 2009; van Garderen et al, 2012; Van Laarhoven et al, 2006). Two others states appeared in the literature (Maryland and Utah), but schools from these states were not included in this study.…”

Section: Discussionmentioning

confidence: 97%

“…However, a review of the literature suggests that UDL is not widely incorporated into general education teacher preparation programs. Such incorporation has occurred at Northern Illinois University (Van Laarhoven et al, 2006; Van Laarhoven, Munk, Lynch, Bosma, & Rouse, 2007) as well as in several unnamed institutions (Frey, Andres, McKeeman, & Lane, 2012; McGuire-Schwartz & Arndt, 2007; Wu, 2012). Of these five studies, four include preservice elementary teachers, three in conjunction with preservice special education teachers.…”

Section: Introductionmentioning

confidence: 99%

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Universal Design for Learning

Vitelli

2015

J Spec Educ Technol

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Students with disabilities are increasingly educated in inclusive settings. Despite this shift, general education teachers typically do not receive adequate preparation for meeting their learning needs. Such deficiencies in preparation have lasting negative postsecondary consequences for students with disabilities. Universal Design for Learning (UDL), a framework of principles for curriculum development that seeks to provide all students with an opportunity to learn, is commonly cited as an educational approach that facilitates inclusive settings. Research suggests that UDL-based instruction fosters improved learning outcomes for students with and without disabilities. The purpose of this study is to examine the incorporation of UDL into preservice general education teacher preparation programs. An online survey was administered to general education faculty members in programs participating in Teacher Quality Enhancement (TQP) grants. TQP participants are expected to prepare educators to understand teaching practices and research that are consistent with UDL. The data collected indicate that UDL is being taught in a wider range of programs and states than previously documented. However, the depth of this penetration appears limited; the survey results suggest that awareness and instruction of the framework were modest for programs with TQP grants. Among faculty who do teach UDL, nearly all address all three UDL principles. At least two thirds provide instruction on seven of the nine associated guidelines. Several barriers to instruction were identified, including a lack of awareness andamong those aware of it-insufficient knowledge of the framework. Recommendations for future research are also discussed.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Universal Design for Learning

Vitelli

2015

J Spec Educ Technol

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“…Other researchers, by describing content taught in coursework and field experiences, implied that effective inclusive teachers were not only those with knowledge of collaboration but also those who knew how to develop appropriate instruction for students with disabilities using some combination of strategies typically promulgated in special education (e.g., universal design, instructional accommodations, behavioral interventions; Bain, Lancaster, Zundans, & Parkes, 2009;Richards, Hunley, Weaver, & Landers, 2003;Utley, 2009;Van Laarhoven et al, 2006;Van Laarhoven, Munk, Lynch, Bosma, & Rouse, 2007). In evaluating their collaborative teacher education experience, Van Laarhoven and colleagues (2006,2007) described how inclusive planning and instructional strategies, universal design for learning, functional behavioral assessment, assistive technology, assessment, and professional collaboration were essential content in their program, and they attempted to measure teacher effectiveness in several of these areas.…”

Section: Teacher Effectivenessmentioning

confidence: 99%

Improving Collaborative Teacher Education Research

Brownell

Griffin

Leko

et al. 2011

Teacher Education and Special Education: The Journal of the Tea

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Although collaborative teacher education programs have grown in number over the past two decades, we still do not understand the ways in which these programs, or the practices in those programs, improve the preparation of inclusive teachers. At a time when teacher education’s viability is being questioned, it is problematic that little information exists about the validity and impact of collaborative programs. To justify collaborative teacher education programs and improve the science of teacher education more broadly, the authors propose a framework for conducting research on collaborative teacher education—one that can be used to analyze current research and inform future efforts. In this article, the authors build a framework for studying collaborative teacher education, emphasizing linkages among theory, innovation, and outcomes. The authors then analyze the collaborative teacher education literature according to this conceptual framework, drawing conclusions about the current state of collaborative teacher education research and making recommendations for the future.

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“…Existence of many special needs students -with or without diagnosis-in general education classrooms makes it imperative to train the teachers working in these classrooms in the area of special needs students. Literature reports that participation in various trainings or practices regarding inclusive practices in general education classrooms positively change teachers' attitudes (Gao and Mager, 2011;Killoran, Woronko and Zaretsky, 2013;Recchia and Puig, 2011;Van Laarhoven, Munk, Lynch, Wyland, Dorsch, Zurita, Basma and Rouse, 2006;Walton and Rusznyak, 2014). Trainings that will be provided for teachers working in inclusive classrooms should address special education, effective teaching and instructional adaptations and planning for trainings should include content that will make these teachers feel responsible for special needs students (Jordan, Schwartz and McGhie-Richmond, 2009).…”

Section: Discussionmentioning

confidence: 99%

Classroom Management and Student Achievement: A Study on Five Elementary Classrooms

Yıldız

2017

Anadolu Journal of Educational Sciences International

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This study intended to investigate primary school teachers' classroom management and student achievement in their classrooms. For this purpose, a total of 150 class -hours were spent on observing one first grade and four second grades in a primary school in Eskisehir city center between October 2013 and December 2013. Research participation criteria for teachers included volunteering for the study and having at least one special needs student in their classrooms for observation so that teacher behaviors towards the special needs students could be observed.Researcher-developed observation form was used in the study for data collection purposes to record teachers' classroom management practices during observations. The form included several dimensions related to classroom management behaviors such as the exact moment of the lesson in which the teacher starts teaching, the locations of special needs students during the class period, use of rewards-punishment for special needs students and other students, use of individualized care for special needs students and the degree of effective use of classroom period. Data related to student achievement were obtained from the results of a general achievement test given to all students at the school based on their grade levels. Research data were analyzed via descriptive statistics and one way analysis of variance (ANOVA) to determine the difference between groups.The findings showed that teachers tended to place special needs students at the back rows of the classroom and that they did not provide individualized teaching opportunities in line with the needs of special needs students. It was also found that number of correct answered in the general achievement test significantly changed according to students' teachers.

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Project Accept: Preparing Pre-service Special and General Educators for Inclusive Education

Cited by 16 publications

References 5 publications

Universal Design for Learning

Universal Design for Learning

Improving Collaborative Teacher Education Research

Classroom Management and Student Achievement: A Study on Five Elementary Classrooms

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