Track
Non-Research Proposal / About SoTL
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.
Session Format
Presentation Session
Location
Room 1002
Recommended Citation
Kelly, Mary Elizabeth; McKinney, Barbara; and Jarrard, Amber, "“Those Aren’t My Kids”: Secondary Pre-Service Teachers’ Attitudes Toward Students with Disabilities" (2014). SoTL Commons Conference. 46.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/46
PowerPoint Presentation
“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.
