Secondary Mathematics and Science Teachers Prepared for Inclusion

Autor/inn/en	Duchaine, Ellen L.; Reynosa, Raymond J.; Garza, Rubén
Titel	Secondary Mathematics and Science Teachers Prepared for Inclusion
Quelle	In: Learning Disabilities: A Contemporary Journal, 19 (2021) 2, S.103-126 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Secondary School Teachers; Mathematics Teachers; Science Teachers; Preservice Teachers; Teacher Education Programs; Program Effectiveness; Inclusion; Students with Disabilities; Learning Disabilities; Positive Behavior Supports; Graduate Study; Special Education; Transformative Learning; Relevance (Education); Student Evaluation; Readiness; Self Efficacy + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Special needs education; Sonderpädagogik; Sonderschulwesen; Pädagogische Transformation; Relevance; Relevanz; Schulnote; Studentische Bewertung; Self-efficacy; Selbstwirksamkeit
Abstract	Teachers often find themselves unprepared for inclusion, the practice of providing instruction and supports to students with learning disabilities and related special needs in general education classrooms. Research indicates many pre-service teachers have limited, if any, coursework to equip them with the necessary skills for inclusive classrooms. This study examined preservice and in-service secondary mathematics and science teachers' perceptions of the influence of special education coursework during a graduate level teacher preparation program. Results indicate that special education coursework is both meaningful and useful within three elements related to the influence of the curriculum: personal transformation, pedagogical evolution, and relevancy. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01