Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?

 
 
 
 

Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?

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dc.contributor.advisor Roth, Marta A. en_US
dc.contributor.author Theaker, Sherri L. en_US
dc.date.accessioned 2009-04-10T09:58:10Z
dc.date.available 2009-04-10T09:58:10Z
dc.date.created 2008 en_US
dc.date.issued 2009-04-10T09:58:10Z
dc.identifier.uri http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210193393 en_US
dc.identifier.uri http://hdl.handle.net/2374.OX/108422
dc.description The primary purpose of this study was to determine whether a student teaching placement in an integrated classroom would promote a positive change in pre-service teachers attitude toward children with disabilities. Sixty-nine senior level pre-service teachers in early childhood education completing preschool student teaching participated in this study. Using a true-experimental design, participants were randomly assigned to two groups using a matched pair technique. The control group was placed into a preschool classroom with no children having disabilities and the experimental group was placed in a classroom with at least one child with and Individualized Education Plan (IEP). Participants completed the Opinions Relative to Integration of Students with Disabilities (ORI) scale at the end of their student teaching experience (Antonak and Larivee, 1995). The analysis compared the mean scores of a post-test attitude survey of two groups of pre-school student teachers using a one-way multivariate analysis of variance (MANOVA). MANOVA results did not reveal a significant result among student teaching placement sites on attitude factors, Wilks λ™ =.906, F = 1.67, ρ This study, accompanied by other research, indicates that direct experiences with children with disabilities influence the development of attitudes toward integration. This study lays the groundwork for future preparatory program development in that it suggests the importance of placing pre-service teacher with role models that hold higher degrees. It also supports the infusion of special education throughout course work and direct contact experiences. en_US
dc.format application/pdf en_US
dc.format 246p. en_US
dc.rights unrestricted en_US
dc.rights Copyright and permissions information available at the source archive en_US
dc.subject attitudes en_US
dc.subject integration en_US
dc.subject pre-service teachers en_US
dc.subject special education en_US
dc.title Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference? en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name PhD en_US
dc.degree.level doctoral en_US
dc.degree.discipline Special Education (Education) en_US
dc.degree.grantor Ohio University en_US
dc.contributor.publisher Ohio University / OhioLINK en_US

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