What do we Know and Where Can We Grow?: Teachers Preparation for the Inclusive Classroom

View Sample PDF

Author(s): Patricia Dickenson (National University, USA)
Copyright: 2017
Pages: 22
Source title: Preparing Pre-Service Teachers for the Inclusive Classroom
Source Author(s)/Editor(s): Patricia Dickenson (National University, USA), Penelope Keough (National University, USA)and Jennifer Courduff (Azusa Pacific University, USA)
DOI: 10.4018/978-1-5225-1753-5.ch001

Keywords: Education / Information Science Reference / Teacher Education

Purchase

View What do we Know and Where Can We Grow?: Teachers Preparation for the Inclusive Classroom on the publisher's website for pricing and purchasing information.

Abstract

General educators have been charged with the responsibility of teaching students with exceptionalities, yet many report they do not have the skills to effectively instruct diverse learners, including those with disabilities (Blanton, et al., 2011). Currently, more than half of all students with disabilities spend about 80% of their day in the general education classroom (U.S. Department of Education, 2011). This shift to educate all in the general education classroom increases the demand on teachers to be accountable for all learners academic achievement. The goal of this chapter is to provide instructors of teacher education programs with a review of current research in the field and recommendations for teacher preparation programs to effectively support and positively shape pre-service teachers attitudes and beliefs about students with exceptionalities.

The IRMA Community

Research IRM

What do we Know and Where Can We Grow?: Teachers Preparation for the Inclusive Classroom

Purchase

Abstract

Related Content

IRMA Sponsors