Abstract
The present study examines the impact of a service-based course in diversity on pre-service teachers’ attitudes toward the inclusion of diverse learners (Culturally Diverse and Students with special needs) in the general classroom. One hundred and ten students enrolled in the Teacher Education Program, or who have declared it their major program of study, at a private Southern liberal arts university. The instruments used include the Pluralism and Diversity Attitude Assessment (PADAA), which measures preservice teachers’ attitudes toward including cultural diverse students in the general education classroom. The Opinions Relative to Integration (ORI) instrument was used to measure pre-service teachers’ attitudes toward including disabled students in the general education classroom. The findings in the study indicate an introductory class has impact in improving a pre-service teachers’ attitude toward the inclusion of diverse learners, specifically students with disabilities, in the general education classroom. However, according to review of literature, this factor is not enough to improve the achievement levels of diverse learners whom are taught in the general classroom. The findings are useful to academicians and educational professionals who are interested in the attitudes and dispositions of teacher candidates as they relate to diverse learners, and improved curricula to better prepare students for the inclusive classroom they will face upon graduation. The presentation will focus on the results of the study as well as the service learning component of the course in relation to the research goals and outcomes.
Location
Room 1005
Recommended Citation
Lucas, Dawn J., "The Effects of a Service-Learning Intructory Diversity Course on Pre-Service Teachers' Attitudes toward Teaching Diverse Student Populations" (2015). SoTL Commons Conference. 9.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/9
The Effects of a Service-Learning Intructory Diversity Course on Pre-Service Teachers' Attitudes toward Teaching Diverse Student Populations
Room 1005
The present study examines the impact of a service-based course in diversity on pre-service teachers’ attitudes toward the inclusion of diverse learners (Culturally Diverse and Students with special needs) in the general classroom. One hundred and ten students enrolled in the Teacher Education Program, or who have declared it their major program of study, at a private Southern liberal arts university. The instruments used include the Pluralism and Diversity Attitude Assessment (PADAA), which measures preservice teachers’ attitudes toward including cultural diverse students in the general education classroom. The Opinions Relative to Integration (ORI) instrument was used to measure pre-service teachers’ attitudes toward including disabled students in the general education classroom. The findings in the study indicate an introductory class has impact in improving a pre-service teachers’ attitude toward the inclusion of diverse learners, specifically students with disabilities, in the general education classroom. However, according to review of literature, this factor is not enough to improve the achievement levels of diverse learners whom are taught in the general classroom. The findings are useful to academicians and educational professionals who are interested in the attitudes and dispositions of teacher candidates as they relate to diverse learners, and improved curricula to better prepare students for the inclusive classroom they will face upon graduation. The presentation will focus on the results of the study as well as the service learning component of the course in relation to the research goals and outcomes.
