Educators may face unique challenges in seeking to ensure all students are prepared for the transition from secondary education to postsecondary education and employment. The most growing concern in urban schools is coping with the loss of a positive vision for the future of all students. Inclusive classroom environments have come to the forefront of school initiatives. Educators experience anxiety relative to whether all students benefit with the placement of children with special needs (also known as exceptional students) in general education classroom settings. The aim of this study was to look at the impact of preservice teachers’ beliefs about inclusive classroom settings before and after taking an inclusion course. This qualitative research utilizes an ethnographic study of preservice teachers’ beliefs and the integrated pattern of human knowledge and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations. The philosophical theory of knowledge known as social constructionism was essential in the study of preservice teachers’ beliefs. The population and sample of participants were done through a purposive sampling at an urban university.
|Commitee:||Harting, Carla, Daniels, Derek, Piliawsky, Monte|
|School:||Wayne State University|
|School Location:||United States -- Michigan|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Special education|
|Keywords:||Inclusion course, Preservice teacher|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be