Preparing Teachers to Support Inclusion: the benefits of interaction between a group of preservice teachers and a teaching assistant who is disabled
Carrington, Suzanne B. & Brownlee, Joanne M. (2001) Preparing Teachers to Support Inclusion: the benefits of interaction between a group of preservice teachers and a teaching assistant who is disabled. Teaching Education, 12(3), pp. 347-357.
This qualitative study investigates the development of preservice teachers' attitudes toward people with disabilities during a semester-long unit. Ten students enrolled in a special education teaching elective were interviewed before and after they were engaged in a teaching program designed to expose them to direct, structured interactions with a teaching assistant who was physically disabled. The teaching assistant interacted with students in both small and large group tutorial discussions throughout the semester. Also, students kept a reflective journal on their experiences with people with disabilities throughout the teaching program. Data were collected through the use of semi-structured interviews and journals, and analysis indicated that: (i) students developed a more positive attitude and became more comfortable in interacting with the teaching assistant during the semester, and (ii) learning experience improved their knowledge about disability issues.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||Inclusive Education, teacher training, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2001 Taylor & Francis|
|Copyright Statement:||First published in Teaching Education 12(3):pp. 347-357.|
|Deposited On:||01 Jul 2005 00:00|
|Last Modified:||27 Oct 2014 04:55|
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