Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

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

Joanna E. Cannon, Nicole C. Swoszowski, Peggy Gallagher, Susan R. Easterbrooks
  • Joanna E. Cannon (Author) University of British Columbia image/svg+xml
    Dr. Joanna E. Cannon is an Assistant Professor in the Educational and Counseling Psychology and Special Education department at the University of British Columbia in Vancouver. Dr. Cannon is the co-director of the Education of the Deaf and Hard of Hearing Program. Her research interests include discovering evidence-based practices to increase Deaf and Hard of Hearing students’ language and literacy skills.
  • Nicole C. Swoszowski (Author) University of Alabama image/svg+xml
    Dr. Nicole Swoszowski is an Assistant Professor at the University of Alabama in the Department of Special Education and Multiple Abilities Program. Dr. Swoszowski’s research interests include teacher preparation in the areas of teaching individuals with high incidence disabilities and behavior and classroom management, as well as the identification and treatment of individuals with emotional and behavioral disorders.
  • Peggy Gallagher (Author) Georgia State University image/svg+xml
    Dr. Peggy Gallagher is a professor of Early Childhood Special Education and the former department chair of Educational Psychology and Special Education at Georgia State University in Atlanta. Her research interests are in families of children with disabilities and personnel preparation in special education.
  • Susan R. Easterbrooks (Author) Georgia State University
    Dr. Susan R. Easterbrooks is Professor of Deaf Education in the Department of Educational Psychology and Special Education at Georgia State University in Atlanta. Dr. Easterbrooks' areas of interest are language and literacy acquisition and instruction of children and youth or are deaf or hard of hearing.
DOI
https://doi.org/10.64546/jaasep.175
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 = 0.000. Limitations and future directions are discussed.
Keywords
Inclusion, Regular and Special Education Relationship, Preservice Teacher Education, Attitudes toward Disabilities, Beliefs, Educational Practices
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There are 33 references in total.
How to Cite
Cannon, J. E., Swoszowski, N. C., Gallagher, P., & Easterbrooks, S. R. (2012). A Program Evaluation of an Inclusive Model for Training Pre-Service General Education Teachers to Work with Students with Special Needs. Journal of the American Academy of Special Education Professionals, 7(2), 34-46. https://doi.org/10.64546/jaasep.175

Spring/Summer 2012

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  • Article Type Articles
  • Submitted April 25, 2012
  • Published June 15, 2012
  • Issue Spring/Summer 2012
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