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

Articles

Exploring Preservice Teachers’ Perceptions of Preparedness to Teach Students with Disabilities

  • Linda M. Reeves, Ph.D. (Author) University of South Alabama image/svg+xml
    Linda M. Reeves is an Assistant Professor of Special Education in the College of Education and Professional Studies at the University of South Alabama. She has worked over 25 years as a special education teacher, autism specialist, and behavior specialist. She earned he r Ph. D. in Special Education with an emphasis in emotional and behavioral problems at the University of Arizona. Dr. Reeves specializes in the areas of autism, behavior analysis, and positive behavioral support.
  • Rebecca M. Giles, Ph.D. (Author) University of South Alabama
    Rebecca M. Giles, Ph.D., is a Professor in the Department of Leadership and Teacher Education at the University of South Alabama in Mobile, AL where she coordinates graduate programs in Elementary Education, Early Childhood Education, and Teacher Leader. Her research interests include educating young children, literacy, and teacher preparation.
  • Todd Johnson, Ph.D. (Author) University of South Alabama
    Dr. Todd Johnson is an Assistant Professor of Special Education at the University of South Alabama. Prior to coming to USA, Dr. Johnson was a high school teacher in Fairfax County, VA for nine years, teaching Geometry and Chemistry to students with and without disabilities and overseeing a caseload of students with emotional disabilities. Dr. Johnson earned his Ph.D. in Education from George Mason University, with a focus on Special Education and Research Methods.
DOI
https://doi.org/10.64546/jaasep.398
Abstract
The purpose of this study was to investigate the influence of initial special education experiences on elementary preservice teachers’ knowledge and comfort level regarding students with disabilities. A total of 109 preservice teachers enrolled in a dual teacher certification program (general and special education) were surveyed before and after their semester long training in special education to investigate their perceptions of preparedness to teach students with disabilities. There was a significant increase in the preservice teachers’ knowledge across all disability categories. A significant increase in their comfort level occurred across all disability categories with the exception of behavior disorders. As follow up, approximately one-third of the participants completed a questionnaire which provided additional qualitative data. The results support that field experiences with students who have disabilities seems to be an influential factor in preparing teachers to become more knowledgeable and comfortable meeting the needs of these students. The implications of this study for practice and future research are discussed.
Keywords
Courses, Elementary Education, Experiential Learning, Field Experience Programs, Inclusion, Knowledge Level
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How to Cite
Reeves, L. M., Giles, R. M., & Johnson, T. (2019). Exploring Preservice Teachers’ Perceptions of Preparedness to Teach Students with Disabilities. Journal of the American Academy of Special Education Professionals, 14(2), 112-129. https://doi.org/10.64546/jaasep.398

Spring/Summer 2019

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  • Article Type Articles
  • Submitted May 1, 2019
  • Published June 15, 2019
  • Issue Spring/Summer 2019
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