DOCUMENT RESUME ED 410 217 SP 037 480 AUTHOR Andrews, Sharon; Clementson, John J. TITLE Active Learning's Effect upon Preservice Teachers' Attitudes toward Inclusion. PUB DATE [97] NOTE 20p. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Active Learning; Disabilities; Elementary Secondary Education; Higher Education; *Inclusive Schools; Mainstreaming; Preservice Teacher Education; *Regular and Special Education Relationship; *Student Teacher Attitudes; Student Teachers; Teacher Education Programs; Teacher Role IDENTIFIERS *Preservice Teachers ABSTRACT The purpose of this study was to determine the effect of active learning techniques and the use of supplemental literature dealing with disabilities in a required introduction to education and special education course on preservice teachers (N =67) attitudes toward inclusion. The active learning techniques included participation in simulation activities, awareness activities, role playing, problem solving, and open-ended discussions. Throughout the semester there were also field trips. Statistical analysis indicated that change in preservice teacher attitudes toward inclusion from pre- to post-survey was statistically significant. The post-survey results showed students were generally more favorable regarding inclusion but have some doubts if it benefits all students. Post-survey results also indicated that these preservice teachers were not sure if all teachers can effectively teach students with special needs and showed a concern that more than minor changes are needed to facilitate successful inclusion. The survey instrument and table of data are appended. (Contains 22 references.) (JLS) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************************
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DOCUMENT RESUME
ED 410 217 SP 037 480
AUTHOR Andrews, Sharon; Clementson, John J.TITLE Active Learning's Effect upon Preservice Teachers' Attitudes
toward Inclusion.PUB DATE [97]
NOTE 20p.
PUB TYPE Reports Research (143)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Active Learning; Disabilities; Elementary Secondary
ABSTRACTThe purpose of this study was to determine the effect of
active learning techniques and the use of supplemental literature dealingwith disabilities in a required introduction to education and specialeducation course on preservice teachers (N =67) attitudes toward inclusion.The active learning techniques included participation in simulationactivities, awareness activities, role playing, problem solving, andopen-ended discussions. Throughout the semester there were also field trips.Statistical analysis indicated that change in preservice teacher attitudestoward inclusion from pre- to post-survey was statistically significant. Thepost-survey results showed students were generally more favorable regardinginclusion but have some doubts if it benefits all students. Post-surveyresults also indicated that these preservice teachers were not sure if allteachers can effectively teach students with special needs and showed aconcern that more than minor changes are needed to facilitate successfulinclusion. The survey instrument and table of data are appended. (Contains 22references.) (JLS)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
MAJOR(S) MINOR(S)*****************************************************************DEFINITION OF INCLUSION: the education of all students, bothwith and without disabilities (e.g., learning disabilities,behavioral problems...), in a regular elementary, junior high, orhigh school classroom*****************************************************************Circle the letter(s) that best match your reaction to each of thefollowing statements: SA=strongly agree
A=agreeN=neutralD=disagreeSD=strongly disagree
*****************************************************************1.I am familiar with inclusion.
SA A N D SD
2.The primary motivation behind inclusion is to save money.SA A N D SD
3.Students with special needs will benefit from the inclusiveclassroom.
SA A N D SD
4.Some students are best educated in a separate classroom orfacility.
SA A N D SD
5.Separating and labeling students is not necessary to provide aquality education to them.
SA A N D SD
6.Good teachers can teach all students.SA A N D SD
7.Separating students with special needs is unethical.SA A N D SD
8.It is more important where a student is educated, than what s/heis taught.
SA A N D SD
9.Only minor adjustments will be needed to teach all students inthe regular classroom.
SA A N D SD*****************************************************************
Is
TA
BL
E 1
.
QU
EST
ION
NM
EA
NSD
DF
tPR
OB
AB
ILIT
YSI
GN
IFIC
AN
CE
1.I
am f
amili
ar w
ith in
clus
ion.
Pre
673.
642
0.94
9966
10.5
650.
000
*
Post
674.
836
0.37
3
2. T
he p
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ary
mot
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ion
behi
ndin
clus
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is to
sav
e m
oney
.Pr
e67
2.26
90.
845
663.
026
0.00
4*
Post
671.
836
0.93
1
3. S
tude
nts
with
spe
cial
nee
dsW
ill b
enef
it fr
om th
e in
clus
ive
clas
sroo
m.
Pre
673.
553
1.04
966
3.49
20.
002
*
Post
674.
104
0.87
3
4. S
ome
stud
ents
are
bes
ted
ucat
ed in
a s
epar
ate
clas
sroo
m o
r fa
cilit
y.
Pre
673.
896
0.06
366
3.12
60.
003
*
Post
674.
224
0.73
4
5. S
epar
atin
g an
d la
belin
gst
uden
ts is
not
nec
essa
ry to
prov
ide
a qu
ality
edu
catio
n to
them
.
Pre
673.
373
1.04
266
0.29
40.
770
Post
673.
418
1.13
0
6. G
ood
teac
hers
can
teac
h al
lst
uden
ts.
Pre
673.
194
1.04
866
0.20
70.
837
Post
672.
522
1.20
4
7. S
epar
atin
g st
uden
ts w
ithsp
ecia
l nee
ds is
une
thic
al.
Pre
672.
522
0.82
366
0.53
90.
592
Post
672.
480
1.03
4
8.It
is m
ore
impo
rtan
t whe
re a
stud
ent i
s ed
ucat
ed r
athe
r th
anw
hat s
/he
is ta
ught
.
Pre
672.
149
0.90
966
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00.
321
Post
672.
299
1.19
4
9. O
nly
min
or a
djus
tmen
ts w
illbe
nee
ded
to te
ach
all s
tude
nts
in th
e re
gula
r cl
assr
oom
Pre
672.
3733
0.81
366
2,22
80.
029
*
Post
672.
090
0.08
*Sie
nifi
cant
at t
he o
= .0
5 al
oha
leve
l
9
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