Teachers' Unpreparedness to Accommodate Student Needs
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| Title: | Teachers' Unpreparedness to Accommodate Student Needs |
|---|---|
| Language: | English |
| Authors: | Chu, Man-Wai (ORCID |
| Source: | Canadian Journal of School Psychology. Sep 2020 35(3):210-224. |
| 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: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Foreign Countries, Special Education, Inclusion, Readiness, Individualized Instruction, Academic Accommodations (Disabilities), Students with Disabilities, Faculty Development, Special Needs Students, Teacher Surveys, Elementary Secondary Education, Educational Resources, School Psychology |
| Geographic Terms: | Canada |
| Assessment and Survey Identifiers: | Teaching and Learning International Survey (NCES), Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study |
| DOI: | 10.1177/0829573520916610 |
| ISSN: | 0829-5735 |
| Abstract: | Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers (F[1, 5.2] = 526.60, p < 0.05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1259208 |
| Database: | ERIC |
| Abstract: | Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers (F[1, 5.2] = 526.60, p < 0.05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs. |
|---|---|
| ISSN: | 0829-5735 |
| DOI: | 10.1177/0829573520916610 |
