The Impact of a Survey of Exceptionalities and Mainstreaming Course on the Perceived/knowledge of Preservice General Education Teachers at a Midwestern Teacher Education Institution

Results suggest that the survey of exceptionalities course and mainstreaming course had a statistically significant impact on the perceived knowledge of preservice general educators; however preservice general educators enrolled in the survey of exceptionalities course perceived themselves as having more knowledge and greater change in knowledge than preservice general educators enrolled in the mainstreaming course. Additionally, a minimal relationship existed between change in perceived knowledge and perceived instructional time, with the exception of the topics of causes and prevention and effective teaching. Responses from the open-ended survey questions and focus groups substantiated the perceived need for more knowledge and instructional time on the topics of characteristics of students with disabilities and effective teaching.

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

2015

Author dc:creator

• Hooser, Christy Mandrell

Contributors dc:contributor

• Karl Koenke

• Education, Curriculum and Instruction

Language dc:language

eng

Identifier

(MiAaPQ)AAI9955626

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80375