Results of Integrating Special Education Studies within Regular Baccalaureate Teacher Education on Teaching Behaviors in Regular Classrooms.

Overview & Synopsis

The study examined whether graduates and student teachers of a special education teacher education program were teaching in regular classrooms in a manner different than graduates and student teachers from the regular early childhood elementary education program. Questionnaires were completed by 120 graduates and 23 student teachers and the sample sorted into three teacher-training combinations. Field observations using the Teacher Performance Assessment Instrument were completed with competencies clustered around the general objective of graduating teachers who are competent, humane, and professionally involved. Data analysis revealed that more teachers with special education training used appropriate instructional methods and exhibited learner-centered communication behavior than those trained in regular education. Graduate special educators working in special education classes viewed their professional activities as closely related to their teaching, while regular education teachers viewed professional activities as working with the broader community. Results suggest that inclusion of specific special education preparation for general educators at the preservice level benefits the instruction of individual learners in the classroom. (CL)