Track

Non-Research Proposal / About SoTL

Proposal Abstract

Federal mandates to educate students with disabilities in the least restrictive environment began with the passage of PL 94-142. While federal mandates continue to evolve more towards the idea of full inclusion for a large number of special education students, secondary pre-service teacher candidates continue to express mixed feelings about working with students who are dealing with disabilities. Anecdotal as well as empirical evidence suggests that some secondary teachers’ attitudes reveal anxiety about dealing with the behaviors of students with special needs in the regular classroom, and that teachers doubt their individual preparedness to educate students with disabilities in the regular classroom setting (Ajuwon, et al., 2012).

In order to gather baseline data concerning secondary pre-service teacher candidate’s attitudes about people dealing with disabilities, we employed the Attitudes Toward Disabled Persons Survey Form O (Yuker, H.E., Block, J.R., and Younng, J.H., 1966). This survey was administered anonymously to our secondary pre-service teacher candidates N=(15). All 15 students completed the survey. The surveys were scored using the method prescribed by its original authors, (Yuker, et al., 1966).

The insights from these surveys will begin to inform our teaching practices, and will lead to better instruction for our secondary pre-service teachers.

Proposal Description

N/A

Session Format

Presentation Session

Location

Room 1002

Publication Type and Release Option

Presentation (Open Access)

-Thosearen'tmykidsSOTL (2).pdf (270 kB)
PowerPoint Presentation

Previous Versions

Sep 23 2016 (withdrawn)

 
Mar 27th, 11:00 AM Mar 27th, 11:45 AM

“Those Aren’t My Kids”: Secondary Pre-Service Teachers’ Attitudes Toward Students with Disabilities

Room 1002

Federal mandates to educate students with disabilities in the least restrictive environment began with the passage of PL 94-142. While federal mandates continue to evolve more towards the idea of full inclusion for a large number of special education students, secondary pre-service teacher candidates continue to express mixed feelings about working with students who are dealing with disabilities. Anecdotal as well as empirical evidence suggests that some secondary teachers’ attitudes reveal anxiety about dealing with the behaviors of students with special needs in the regular classroom, and that teachers doubt their individual preparedness to educate students with disabilities in the regular classroom setting (Ajuwon, et al., 2012).

In order to gather baseline data concerning secondary pre-service teacher candidate’s attitudes about people dealing with disabilities, we employed the Attitudes Toward Disabled Persons Survey Form O (Yuker, H.E., Block, J.R., and Younng, J.H., 1966). This survey was administered anonymously to our secondary pre-service teacher candidates N=(15). All 15 students completed the survey. The surveys were scored using the method prescribed by its original authors, (Yuker, et al., 1966).

The insights from these surveys will begin to inform our teaching practices, and will lead to better instruction for our secondary pre-service teachers.