Pre-Service Teachers’ Perceptions of Learning Disabilities: Examining Effectiveness of Special Education Coursework
Location
1049
Format Type
Event
Format Type
Paper
Start Date
January 2018
End Date
January 2018
Abstract
As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities, as well as the effectiveness of course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. This study employed a convergent parallel mixed method design and was comprised of a six-phase process. Phase I included the collection and analysis of pre-course quantitative and qualitative data. Phase II was the 14-week LD methods course. During Phase III, teacher educators collected and analyzed post-course quantitative and qualitative data. Phase IV included collecting and analyzing additional qualitative data. During Phase V teacher educators compared data and during Phase VI, interpreted the entire corpus of data. The quantitative component included pre- and post-course surveys to determine the impact of the methods course on undergraduate students’ perceptions. The qualitative component included pre- and post-course journal responses and post-course focus groups. Both quantitative and qualitative data indicate perceptions shifted positively in response to the methods course. Results from this study indicate that a learning disabilities methods course that included the use of center-based teaching and video vignettes as well as a fieldwork experience with students with learning disabilities were effective in positively changing pre-service teachers’ perceptions of students with learning disabilities. The use of multiple measures allowed for examination of pedagogical skills as teacher educators, including the specific approaches to teaching and learning, as well as determining if the learning disabilities methods course was successful in shifting pre-service teachers’ perceptions. In doing so, we hope that these results will inform the teaching and learning within our program and provide a model to other teacher education programs.
Pre-Service Teachers’ Perceptions of Learning Disabilities: Examining Effectiveness of Special Education Coursework
1049
As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities, as well as the effectiveness of course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. This study employed a convergent parallel mixed method design and was comprised of a six-phase process. Phase I included the collection and analysis of pre-course quantitative and qualitative data. Phase II was the 14-week LD methods course. During Phase III, teacher educators collected and analyzed post-course quantitative and qualitative data. Phase IV included collecting and analyzing additional qualitative data. During Phase V teacher educators compared data and during Phase VI, interpreted the entire corpus of data. The quantitative component included pre- and post-course surveys to determine the impact of the methods course on undergraduate students’ perceptions. The qualitative component included pre- and post-course journal responses and post-course focus groups. Both quantitative and qualitative data indicate perceptions shifted positively in response to the methods course. Results from this study indicate that a learning disabilities methods course that included the use of center-based teaching and video vignettes as well as a fieldwork experience with students with learning disabilities were effective in positively changing pre-service teachers’ perceptions of students with learning disabilities. The use of multiple measures allowed for examination of pedagogical skills as teacher educators, including the specific approaches to teaching and learning, as well as determining if the learning disabilities methods course was successful in shifting pre-service teachers’ perceptions. In doing so, we hope that these results will inform the teaching and learning within our program and provide a model to other teacher education programs.
Comments
Breakout Session A