Preparation for Inclusion in Teacher Education Pre-Service Curricula

Autor/inn/en	Allday, R. Allan; Neilsen-Gatti, Shelley; Hudson, Tina M.
Titel	Preparation for Inclusion in Teacher Education Pre-Service Curricula
Quelle	In: Teacher Education and Special Education, 36 (2013) 4, S.298-311 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406413497485
Schlagwörter	Teacher Education Curriculum; Inclusion; Mainstreaming; Preservice Teacher Education; Disabilities; Regular and Special Education Relationship; Elementary School Teachers; Course Content; Teacher Competencies; Bachelors Degrees; Classroom Techniques; Individualized Instruction; Teaching Methods; Teaching Skills; Student Characteristics; Teacher Collaboration; Masters Degrees + Suchen Sie Ihr Suchwort? Inklusion; Lehramtsstudiengang; Lehrerausbildung; Handicap; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kursprogramm; Lehrkunst; 'Bachelor''s degrees'; Bachelor-Studiengang; Klassenführung; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerkooperation
Abstract	Inclusion of students with disabilities has been practiced and advocated for more than two decades in the United States. This practice involves the placement of students with disabilities in a general education classroom for part or all of the day, and the primary instructor is a general education teacher in collaboration with a special education teacher. The authors reviewed coursework related to inclusion provided to pre-service elementary teachers during their teacher preparation programs. A total of 109 elementary education bachelor's degree programs were examined to determine the number of course hours devoted to inclusion, instruction, and management of students with disabilities. Results suggest that many teacher preparation programs provide instruction related to characteristics of disabilities and some form of classroom management; however, few programs offer courses specifically related to differentiation of instruction for students with disabilities or collaboration between general and special education teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10