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Does preservice teachers' contact with children with intellectual disabilities during their practicum impact their attitudes and teaching practices? "If you don't have the heart, you can't cope ... ".

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Title: Does preservice teachers' contact with children with intellectual disabilities during their practicum impact their attitudes and teaching practices? "If you don't have the heart, you can't cope ... ".
Authors: Miezah, Daniel, Opoku, Maxwell Peprah, Fenu, Christopher, Deila Yankey, Keziah, Mensah Gyimah, Ebenezer, Nketsia, William
Source: Journal of Intellectual & Developmental Disability. Sep2025, Vol. 50 Issue 3, p301-315. 15p.
Subjects: Intellect, Stereotypes, Teaching methods, Descriptive statistics, Intellectual disabilities, Teachers, Longitudinal method, Thematic analysis, College teacher attitudes, Special education schools, Social skills, Special education, Discrimination (Sociology), Medical preceptorship, Data analysis software, Children
Geographic Terms: Ghana
Abstract: Background: This study sought to explore the effects of preservice teachers' contact with children with intellectual disabilities on their attitudes. The study was conducted against the backdrop of the exclusion and discrimination experienced by children with intellectual disabilities in Ghanaian schools. Method: Twenty-two preservice teachers who interned at a special school for children with intellectual disabilities were interviewed before and after their practicums, and the gathered data underwent thematic analysis. Results: There were changes in the participants' knowledge and willingness to interact and work with children with intellectual disabilities. For instance, before the practicum, the participants held stereotypical understandings of intellectual disabilities. However, after their practicums, their level of discussion of the core characteristics of intellectual disabilities had improved. Conclusion: Based on these findings, this study concludes by recommending that contact with children with intellectual disabilities be included as an integral part of preservice teacher training programmes. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Intellectual & Developmental Disability is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Does preservice teachers' contact with children with intellectual disabilities during their practicum impact their attitudes and teaching practices? "If you don't have the heart, you can't cope ... ".
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  Data: Background: This study sought to explore the effects of preservice teachers' contact with children with intellectual disabilities on their attitudes. The study was conducted against the backdrop of the exclusion and discrimination experienced by children with intellectual disabilities in Ghanaian schools. Method: Twenty-two preservice teachers who interned at a special school for children with intellectual disabilities were interviewed before and after their practicums, and the gathered data underwent thematic analysis. Results: There were changes in the participants' knowledge and willingness to interact and work with children with intellectual disabilities. For instance, before the practicum, the participants held stereotypical understandings of intellectual disabilities. However, after their practicums, their level of discussion of the core characteristics of intellectual disabilities had improved. Conclusion: Based on these findings, this study concludes by recommending that contact with children with intellectual disabilities be included as an integral part of preservice teacher training programmes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Intellectual & Developmental Disability is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=187408986
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      – Type: doi
        Value: 10.3109/13668250.2024.2437757
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 301
    Subjects:
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Stereotypes
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Intellectual disabilities
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Special education schools
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Discrimination (Sociology)
        Type: general
      – SubjectFull: Medical preceptorship
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: Does preservice teachers' contact with children with intellectual disabilities during their practicum impact their attitudes and teaching practices? "If you don't have the heart, you can't cope ... ".
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            NameFull: Miezah, Daniel
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            NameFull: Opoku, Maxwell Peprah
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            NameFull: Fenu, Christopher
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            NameFull: Deila Yankey, Keziah
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            NameFull: Mensah Gyimah, Ebenezer
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            NameFull: Nketsia, William
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          Dates:
            – D: 01
              M: 09
              Text: Sep2025
              Type: published
              Y: 2025
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              Value: 50
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            – TitleFull: Journal of Intellectual & Developmental Disability
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