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.

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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.

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ID Code: 1726
Item Type: Journal Article
Refereed: Yes
Keywords: Inclusive Education, teacher training, HERN
DOI: 10.1080/10476210120096597
ISSN: 1470-1286
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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