Field Experiences and Perceptions of Inclusion: Varying Contexts, Structures, and Interpretations

Autor/inn/en	Gehrke, Rebecca Swanson; Cocchiarella, Martha; Harris, Pamela; Puckett, Kathleen
Titel	Field Experiences and Perceptions of Inclusion: Varying Contexts, Structures, and Interpretations
Quelle	In: Journal of the International Association of Special Education, 15 (2014) 2, S.85-93 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Inclusion; Field Experience Programs; Student Teaching; Preservice Teachers; Special Education Teachers; Elementary School Teachers; Teacher Certification; Surveys; Administrator Attitudes; Interviews; Student Teacher Attitudes; Teacher Education Programs; Fidelity; Disabilities; Teacher Competencies; Likert Scales; Mixed Methods Research; Knowledge Level; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Inklusion; Praxisnahes Lernen; Teaching practice; Unterrichtspraxis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Handicap; Behinderung; Lehrkunst; Likert-Skala; Wissensbasis
Abstract	During the final semester of a student teaching program, 87 pre-service teachers in a dual certification (special education and elementary education) program completed a research based 22-item Perceptions of Inclusion Survey. In addition, five Special Education Directors for the six districts in which students were placed participated in individual interviews. Teacher candidates experienced a range of contexts both within and across districts. Descriptive categories of Excelling, Promising, and Developing Inclusion Practices emerged for the districts given teacher candidates' responses and administrator interviews. Results indicated the need for teacher educators to build fidelity into teacher education programs as they prepare individuals for a variety of contemporary school contexts. Findings also revealed the probable dissonance between philosophical perspectives on inclusion and inclusion as operationalized in schools, both from the perspectives of teacher candidates as well as at school district levels. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01