The preparation of preservice regular educators for inclusion: A national perspective

If students with special needs are to be successfully included in regular education classrooms, preservice regular educators must have confidence in their ability to adapt and deliver instruction for diverse groups of learners. In this study, college and university instructors from across the nation were surveyed, who taught the special education course required for state teacher certification. Instructors' opinions were elicited regarding their definitions of and attitudes toward inclusion; and the issues, techniques, and support services that they believe assist inclusive efforts by teachers in public schools. The extent to which instructors prepared preservice regular educators to use techniques to adapt instruction for students with special needs also was assessed.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Reed, Frances Elaine

Contributors dc:contributor

• Monda-Amaya, Lisa

• Education, Special
• Education, Teacher Training
• Education, Higher

Statement dc:rights

• Copyright 1995 Reed, Frances Elaine

Language dc:language

eng

Identifier

AAI9624469
(UMI)AAI9624469

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/22504