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

Articles

The Impact of a Special Education Course on Pre-Service Teachers’ Knowledge and Perspectives about Inclusion and Inclusive Practices

  • Muhammed A. Karal, Ph. D., (Author) Karamanoğlu Mehmetbey University, Turkey image/svg+xml
    Muhammed A. Karal is an assistant professor at Sinop University, Turkey. He received his MS and PhD in special education from The Pennsylvania State University. His research interests include effective instructional methods for teaching individuals with developmental disabilities, social interaction, school-to-work transition for students with disabilities, and teacher education.
  • Neslihan Unluol-Unal, Ph. D., (Author) Sinop University, Turkey image/svg+xml
    Neslihan Unluol Unal is an assistant professor at Sinop University, Turkey. She received her MA degree in special education from the University of Texas at San Antonio and PhD degree in special education from Kent State University. Her research interests include evidence-based practices, treatment acceptability, reading difficulties, and teacher education.
  • Sema Tan, Ph. D. (Author) Sinop University, Turkey
    Sema Tan is an assistant professor at Sinop University, Turkey. She received her MA and PhD degree in special education from the University of Arizona. Her research interests include alternative assessment methods for the identification of the gifted and teacher education.
DOI
https://doi.org/10.64546/jaasep.513
Abstract
The purpose of this study was to examine the effect of a Special Education course on pre-school teacher candidates’ knowledge levels and perspectives towards inclusive practices as well as their willingness and self-confidence about working in an inclusive classroom. The single group pre-test- post-test design was conducted to see whether there was a change on the dependent variables. The study group consisted of 58 teacher candidates from a preschool teacher education program. The results of this study indicated that there was a statistically significant difference between the knowledge of the participants from the pre-test to post test. Based on the post-test results, teacher candidates’ willingness and self-confidence were significantly higher than the pre-test results. Limitations and implications for practice are presented.
Keywords
Foreign Countries, Inclusion, Instructional Effectiveness, Knowledge Level, Preschool Education, Preservice Teachers
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How to Cite
Karal, M. A., Unluol-Unal, N., & Tan, S. (2023). The Impact of a Special Education Course on Pre-Service Teachers’ Knowledge and Perspectives about Inclusion and Inclusive Practices. Journal of the American Academy of Special Education Professionals, 18(1), 95-111. https://doi.org/10.64546/jaasep.513

Winter 2023

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  • Article Type Articles
  • Submitted January 6, 2023
  • Published February 15, 2023
  • Issue Winter 2023
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