Literaturnachweis - Detailanzeige
| Autor/inn/en | Mason, Erica N.; Connor, Kate E. |
|---|---|
| Titel | The Persistence of Deficit Language: An Investigation of General Education Preservice Teachers' Shifting Talk about Disability |
| Quelle | In: Teacher Education Quarterly, 49 (2022) 4, S.6-27 (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Preservice Teachers; General Education; Inclusion; Students with Disabilities; Attitudes toward Disabilities; Consciousness Raising; Special Education; Definitions; Language Usage; Social Bias; Student Attitudes |
| Abstract | General education preservice teachers' (PSTs') views about inclusion have been well documented, yet PSTs' views about the nature of disability, which are less understood, could reveal limitations of an inclusion-only focus. We investigated general education PSTs' (N = 59) views of disability and inclusion at the beginning and end of a one-semester introductory course about special education. Using multiple modes of measurement, quantitative and qualitative data revealed that despite changing their definitions of disability and increasing their pro-inclusion stance, PSTs retained the use of deficit language, which complicates our interpretation of their views. Implications for teacher preparation include a necessary attention to both inclusion and disability. (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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