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

First 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.

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