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Practice-Based Educational Research: Void of Special Education Inclusion and Schlossberg's Transition Model Among Pre-Service Teachers

Practice-Based Educational Research: Void of Special Education Inclusion and Schlossberg's Transition Model Among Pre-Service Teachers

Roberto M. Garcia
Copyright: © 2022 |Pages: 15
ISBN13: 9781668436707|ISBN10: 1668436701|EISBN13: 9781668436714
DOI: 10.4018/978-1-6684-3670-7.ch006
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MLA

Garcia, Roberto M. "Practice-Based Educational Research: Void of Special Education Inclusion and Schlossberg's Transition Model Among Pre-Service Teachers." Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 96-110. https://doi.org/10.4018/978-1-6684-3670-7.ch006

APA

Garcia, R. M. (2022). Practice-Based Educational Research: Void of Special Education Inclusion and Schlossberg's Transition Model Among Pre-Service Teachers. In I. Management Association (Ed.), Research Anthology on Inclusive Practices for Educators and Administrators in Special Education (pp. 96-110). IGI Global. https://doi.org/10.4018/978-1-6684-3670-7.ch006

Chicago

Garcia, Roberto M. "Practice-Based Educational Research: Void of Special Education Inclusion and Schlossberg's Transition Model Among Pre-Service Teachers." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, edited by Information Resources Management Association, 96-110. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3670-7.ch006

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Abstract

Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.

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