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Preparing General Education Teachers to Include Students with Extensive Support Needs: An Analysis of 'SPED 101' Courses

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Title: Preparing General Education Teachers to Include Students with Extensive Support Needs: An Analysis of 'SPED 101' Courses
Language: English
Authors: Clausen, Amy M. (ORCID 0000-0002-4109-4133), Anderson, Ashley, Spooner, Fr, Walker, Virginia L. (ORCID 0000-0003-3248-7290), Hujar, Julia
Source: Teacher Education and Special Education. May 2023 46(2):146-161.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Special Education, Students with Disabilities, Inclusion, Regular and Special Education Relationship, Teacher Attitudes, Preservice Teacher Education, Teacher Competencies, Teacher Education, Course Content, Teaching Experience, Teacher Characteristics, Teacher Educators
DOI: 10.1177/08884064221114133
ISSN: 0888-4064
1944-4931
Abstract: Students with extensive support needs (ESN) benefit from inclusion in general education settings with their same-age peers. Many teachers, however, report feeling overwhelmed and underprepared to effectively educate students with ESN within general education settings. To mitigate this, we must ensure that content related to the instruction and inclusion of students with ESN in general education settings is included in the introductory special education courses taken by preservice general education teachers, which we refer to as "SPED 101." Our research team surveyed 302 instructors of SPED 101 courses in general education baccalaureate teacher preparation programs at institutions of higher education across the United States. Data suggest that most instructors cover content related to the instruction and the inclusion of students with ESN, although the extent to which content is addressed varies among instructors, indicating inconsistencies in course content, delivery, and instruction. Limitations, implications, and future research are discussed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1375137
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Clausen%2C+Amy+M%2E%22">Clausen, Amy M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4109-4133">0000-0002-4109-4133</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anderson%2C+Ashley%22">Anderson, Ashley</searchLink><br /><searchLink fieldCode="AR" term="%22Spooner%2C+Fr%22">Spooner, Fr</searchLink><br /><searchLink fieldCode="AR" term="%22Walker%2C+Virginia+L%2E%22">Walker, Virginia L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3248-7290">0000-0003-3248-7290</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hujar%2C+Julia%22">Hujar, Julia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. May 2023 46(2):146-161.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Students with extensive support needs (ESN) benefit from inclusion in general education settings with their same-age peers. Many teachers, however, report feeling overwhelmed and underprepared to effectively educate students with ESN within general education settings. To mitigate this, we must ensure that content related to the instruction and inclusion of students with ESN in general education settings is included in the introductory special education courses taken by preservice general education teachers, which we refer to as "SPED 101." Our research team surveyed 302 instructors of SPED 101 courses in general education baccalaureate teacher preparation programs at institutions of higher education across the United States. Data suggest that most instructors cover content related to the instruction and the inclusion of students with ESN, although the extent to which content is addressed varies among instructors, indicating inconsistencies in course content, delivery, and instruction. Limitations, implications, and future research are discussed.
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