General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs

Autor/inn/en	Kosko, Karl W.; Wilkins, Jesse L. M.
Titel	General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs
Quelle	In: Professional Educator, 33 (2009) 2, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-786X
Schlagwörter	Special Education; Teaching Experience; Professional Development; Individualized Education Programs; Disabilities; Inservice Teacher Education; Inclusion; Workshops; Learning Disabilities; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Handicap; Behinderung; Lehrerfortbildung; Inklusion; Lernwerkstatt; Schulung; Learning handicap; Lernbehinderung
Abstract	Recent research has suggested that the professional development general educators receive is not adequately preparing them to properly implement inclusion-based practices. In this study, data from the Study of Personnel Needs in Special Education was used to investigate the relationship among teachers' years of experience teaching students with Individualized Education Programs (IEPs), the amount of professional development received over the past 3 years, and teachers' self-perceived ability to adapt instruction for students with IEPs. Results indicate that any amount of professional development in a 3-year period significantly predicts teachers' perceived ability to adapt instruction; however, at least 8 hours of professional development in a 3-year time frame was related to an increase in teachers' perceived ability to adapt instruction, more than twice the effect of less than 8 hours. Additionally, professional development was found to be a better predictor for increasing perceived ability to adapt instruction than was teacher experience with instructing students who have IEPs. (Contains 3 tables.) (As Provided).
Anmerkungen	Truman Pierce Institute. 108 Ramsay Building, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: educate@auburn.edu; Web site: http://www.theprofessionaleducator.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10