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

Articles

Short-Term Fun or Long-Term Outcomes? The Effects of Authentic Pedagogy on the Dispositional Development of College Students Learning about the Educational Needs of Children with Disabilities

Laura Bassette, Ph.D., BCBA-D, Ruth Jefferson, Ed.D., Matthew Stuve, Ph.D., Anthony Mangino, M.A.
  • Laura Bassette, Ph.D., BCBA-D (Author) Ball State University image/svg+xml
    Dr. Laura Bassette is an Assistant Professor Applied Behavior Analysis/Autism at Ball State University and Board Certified Behavior Analyst. During her time at Ball State she served as the Director of Research for the university’s Center for Autism Spectrum Disorders and teaches courses in the online master’s behavior analysis program. Prior to Ball State, Dr. Bassette earned her Ph.D. in Special Education from Purdue University and completed a post-doctoral fellowship with an emphasis in severe disabilities at the University of Illinois. She also previously worked as a behavior analyst for adolescents and adults with developmental disabilities in residential, vocational, and educational settings. Her current research primarily focuses on the use of technology to deliver socially valid behavioral-based interventions to teach functional and academic skills to people with developmental disabilities and autism in applied community settings.
  • Ruth Jefferson, Ed.D. (Author) Ball State University
    Dr. Ruth Jefferson holds many teaching and administrative certifications including the areas of reading, learning disabilities, mild disabilities, elementary education, and special education administration. She has conducted research in the areas of higher education/community engagement, Multi-Tiered Systems of Support/Response to Intervention (MTSS/RTI), evidence-based practices in reading and at-risk youth, as well as issues related to sustainability. She has extensive experience in classroom teaching and public school administration. After entering academia, Dr. Jefferson led many Immersive Learning Projects, including seven years of the High Riding Art and Equestrian Camp for campers with disabilities and a federally-funded (National Institute of Justice) three-year project, TEAM2, aimed at improving literacy in at-risk youth in a juvenile treatment facility. She has also taught courses in assessment, special education law, special education methods, and others.
  • Matthew Stuve, Ph.D. (Author) Ball State University
    Dr. Matthew Stuve is an Associate Professor of Educational Psychology and co-directs the Research Design Studio (RDS) at Ball State University. His current research areas include: classroom assessment, learning informatics and computational thinking. He primarily conducts applied research in service to teacher education and teacher professional development. As a UI/UX designer and instructional designer, Dr. Stuve is the developer of large-scale systems for program assessment and eLearning.
  • Anthony Mangino, M.A. (Author) Ball State University
    Anthony Mangino is a doctoral student in Educational Psychology at Ball State University. His current research areas include: statistical learning and programming, predictive and multilevel modeling, and topics in STEM education. His primary line of research is in the area of classification analysis using both simulated and archival data. Courtesy of his work with Ball State’s Research Design Studio, Mr. Mangino has also conducted research on teacher goal orientations and academic anxiety.
DOI
https://doi.org/10.64546/jaasep.454
Abstract
The incorporation of authentic experiences that include direct interactions with people with disabilities may facilitate increased understanding of people with disabilities; a topic of particular relevance to preservice teachers. This study used a survey to explore five dispositional constructs (i.e., comfort interacting with people with disabilities; community engagement; ethical leadership; empathy, and emotion regulation) in university students enrolled in a special education course. One version included "immersive" components (i.e., direct contact with children with disabilities); the other used traditional pedagogy (i.e., no direct contact with children with disabilities). Post survey results demonstrated significant increases in community engagement and ethical leadership in both groups. Three-year follow-up data from the participants in the "immersive" group suggest the authentic experience influenced career paths and inclusive teaching practices. Limitations of the study and future research related to experiences that include direct contact with children with disabilities in preservice teacher education are discussed.
Keywords
Authentic Learning, Conventional Instruction, Day Camp Programs, Emotional Response, Empathy, Ethics
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How to Cite
Bassette, L., Jefferson, R., Stuve, M., & Mangino, A. (2021). Short-Term Fun or Long-Term Outcomes? The Effects of Authentic Pedagogy on the Dispositional Development of College Students Learning about the Educational Needs of Children with Disabilities. Journal of the American Academy of Special Education Professionals, 16(2), 7-30. https://doi.org/10.64546/jaasep.454

Spring/Summer 2021

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  • Article Type Articles
  • Submitted May 16, 2021
  • Published June 15, 2021
  • Issue Spring/Summer 2021
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