Date Approved
5-1-1998
Embargo Period
8-10-2016
Document Type
Thesis
Degree Name
M.A. in Special Education
Department
Educational Services and Leadership
College
College of Education
Advisor
Kuder, S. Jay
Subject(s)
Children with disabilities--Education; Inclusive education; Teachers--Attitudes
Disciplines
Special Education and Teaching
Abstract
This study examined the perceptions of 36 elementary, 25 secondary, and 20 special education preservice teachers regarding their willingness and ability to collaborate with other educators and accommodate special needs students in inclusive classrooms. Survey results indicated that special education subjects led their elementary and secondary counterparts on both willingness and ability subscales to collaborate and accommodate special students in the regular classroom. All three groups rated their willingness higher than their ability, but for the elementary and secondary groups, this difference was notably greater. However, results revealed significant differences between the preservice groups on a number of collaboration and accommodation variables. Additionally, correlation tests illustrated significant relationships between collaborative ability and the willingness to accommodate, as well as between the willingness to accommodate special students and student teacher assignment to inclusive classroom settings. Responses to follow-up interview sessions are considered and implications for preservice curriculum are discussed.
Recommended Citation
Colonna, Valerie M., "The will and skill of preservice teachers to collaborate and accommodate in inclusive settings" (1998). Theses and Dissertations. 1930.
https://rdw.rowan.edu/etd/1930
