From University to Classroom: Exploring General Education Teachers' Preparedness to Instruct Students With Learning Disabilities

• In Event: Effectiveness and Equity in Education for Students With Disabilities

Abstract

Objectives/Perspectives
The inclusion of students with learning disabilities (SWLDs) in general education classrooms has become a priority for policymakers and educators across the country. In 1990, only 22% of public school SWLDs spent the majority of their school day (over 80% of total instructional time) in a general education classroom. By 2007, that figure jumped to 59%- a 259% increase in less than two decades.
Given this drastic change as well as heightened academic requirements for SWLDs, it is imperative that teacher candidates – i.e., those enrolled in teacher education programs – feel ready to educate students both with and without learning disabilities. There is very little empirical work addressing how best to prepare candidates for teaching SWLDs. To aid in this pressing effort, we asked:
1. What characteristics of teacher candidates associate with their perceptions of abilities to educate SWLDs?
2. What characteristics of the teacher education program associate with general education teacher candidates’ perceptions of their abilities to educate SWLDs?
3. How do these associations differ for elementary versus secondary teacher candidates?
Data
We surveyed eight teacher education programs at research universities in California. We surveyed general education teaching candidates (N=800). Topics included alignment between teaching performance assessments and coursework and fieldwork, the extent to which teaching performance assessments supported various learning goals, and the perceived strengths and weaknesses of teaching performance assessments. Candidates were also asked a series of questions related to program coherence and university supervisor support.
Using OLS, we employed the following model:
Y_ij=β_0+β_1 P_ij+β_2 D_ij+ β_3 E_ij+ ε_ij,
where Y notes the dependent variables of scaled ratings of teacher candidate i in UC program j. Specifically, the dependent variables regard candidates’ general perceptions to teach in inclusive classrooms, knowledge of specific instructional strategies for SWLDs, ability to develop tools to support learning for SWLDs, and dispositions toward SWLDs. The independent variables in the model include the scales for the various qualities of candidates’ preparation in their program, P, demographic characteristics, D, and whether the candidate is pursuing a multiple subjects (elementary) credential, E.
Results
There were four main findings. First, findings from research question one indicated that no background characteristics related to perceptions of abilities to work in inclusive classrooms and support SWLDs. Second, findings from research question two indicated that perceptions of program coherence related to perceptions of readiness to teach in inclusive classrooms, knowledge of specific instructional strategies for SWLDs, and the ability to develop tools to support learning from SWLDs. Third, perceptions of strong university supervisor support related to perceptions of ability to develop learning tools. Finally, all associations found for candidates were driven by those receiving an elementary teaching credential.
Significance
As policymakers have dedicated many resources to including SWLDs in the general education classroom, this study addresses how these shifts in classroom composition are being addressed in teacher education programs via teacher performance assessments and other program characteristics. Understanding how programs and their candidates perceive these expectations is vital to the successful implementation of the policy and the ultimate achievement of the policy goals.

Authors

• Michael A. Gottfried, University of Pennsylvania

• Ethan L Hutt, University of North Carolina - Chapel Hill

• Jacob Kirksey, Texas Tech University