The passage of the Individuals with Disabilities Education Act of 2010 brought many changes to classes but it did not bring changes to the way teachers were trained. Many teacher preparation programs only required one exceptional child course for general education teachers. This dissertation analyzed the data gathered from 12 elementary, general education teachers on their perception of their preparedness to teach students with disabilities in their general education classrooms. The participants’ perceptions of preparedness were evaluated in regards to their pre-service training and their post-service, in-service, and professional development. The interviewees responses to this study demonstrated the need for more special education classes for general education teacher candidates; more in-service on differentiation; more time for collaboration between special educators and general educators; and more education on special education law, school law, Free and Appropriate Public Education, and school policy.
","abstract_html":"<p>The passage of the Individuals with Disabilities Education Act of 2010 brought many changes to classes but it did not bring changes to the way teachers were trained. Many teacher preparation programs only required one exceptional child course for general education teachers. This dissertation analyzed the data gathered from 12 elementary, general education teachers on their perception of their preparedness to teach students with disabilities in their general education classrooms. The participants’ perceptions of preparedness were evaluated in regards to their pre-service training and their post-service, in-service, and professional development. The interviewees responses to this study demonstrated the need for more special education classes for general education teacher candidates; more in-service on differentiation; more time for collaboration between special educators and general educators; and more education on special education law, school law, Free and Appropriate Public Education, and school policy.</p>","abstract_has_math":false,"creators":["Elder, Susan Fuller"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Marguerite Yates","Dr. Christopher Garretson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-01T07:00:00Z","date_published":"2017-05-01T07:00:00Z","updated_at":"2026-07-24T01:45:29Z","subjects":["Professional Development","Teacher Training","Special Education Classes","Curriculum and Instruction","Educational Leadership","Elementary Education and Teaching","Special Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/232","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Marguerite Yates","Dr. Christopher Garretson"]},{"key":"dc:creator","label":"Author","values":["Elder, Susan Fuller"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-08-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Professional Development","Teacher Training","Special Education Classes","Curriculum and Instruction","Educational Leadership","Elementary Education and Teaching","Special Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/232"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The passage of the Individuals with Disabilities Education Act of 2010 brought many changes to classes but it did not bring changes to the way teachers were trained. Many teacher preparation programs only required one exceptional child course for general education teachers. This dissertation analyzed the data gathered from 12 elementary, general education teachers on their perception of their preparedness to teach students with disabilities in their general education classrooms. The participants’ perceptions of preparedness were evaluated in regards to their pre-service training and their post-service, in-service, and professional development. The interviewees responses to this study demonstrated the need for more special education classes for general education teacher candidates; more in-service on differentiation; more time for collaboration between special educators and general educators; and more education on special education law, school law, Free and Appropriate Public Education, and school policy.
"]},{"key":"dc:title","label":"Title","values":["To What Extent Do General Education Elementary Teachers Perceive They Are Prepared To Teach Students With Disabilities?"]}]}],"canonical_facts":{"dc:contributor":["Dr. Marguerite Yates","Dr. Christopher Garretson"],"dc:creator":["Elder, Susan Fuller"],"dc:date.available":["2017-08-04T07:00:00Z"],"dc:description.abstract":["The passage of the Individuals with Disabilities Education Act of 2010 brought many changes to classes but it did not bring changes to the way teachers were trained. Many teacher preparation programs only required one exceptional child course for general education teachers. This dissertation analyzed the data gathered from 12 elementary, general education teachers on their perception of their preparedness to teach students with disabilities in their general education classrooms. The participants’ perceptions of preparedness were evaluated in regards to their pre-service training and their post-service, in-service, and professional development. The interviewees responses to this study demonstrated the need for more special education classes for general education teacher candidates; more in-service on differentiation; more time for collaboration between special educators and general educators; and more education on special education law, school law, Free and Appropriate Public Education, and school policy.
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