The inclusion of students with severe disabilities (SWSD) in general education classes is becoming increasingly prevalent. Consequently, general education teachers need to have adequate training to meet the unique learning needs of this population. While general education teachers have professed a willingness to include these students, many of them feel underprepared and undertrained to meet the needs of SWSD in inclusive settings. This study investigated the current ways in which teacher training programs are preparing preservice general education teachers to educate SWSD in inclusive classrooms. The directors of teacher education programs in New York State completed surveys about the knowledge, skills, and professional dispositions of teacher candidates related to SWSD. The results of the study indicate that most programs in the study require courses on special education, inclusive education, universal design, and exceptionalities. Additionally, most programs in the study required inclusive practicum experiences and provided some practice using evidence-based inclusive techniques. That said, the data also indicate a lack of course work and practicum experiences specific to preparing for work with SWSD, as well as a lack of prioritization of certain inclusive professional dispositions. As such, teacher training programs in NYS should consider taking steps to alter their coursework and field experience to incorporate more information about SWSD, greater opportunities to practice inclusive techniques, and more extensive opportunities to interact with SWSD during practicum experiences.
|Advisor:||O'Connell, Lynn M|
|Commitee:||Button, Amy, Daly, Bradford|
|Department:||Division of Counseling and School Psychology|
|School Location:||United States -- New York|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Disability studies, Educational sociology|
|Keywords:||Inclusive education, Severe disabilities, Teacher preparation, Teacher training|
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