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Teaching What We Don’t Know: Failing to Adequately Prepare Teachers to Use Technology for the Benefit of Students with Special Needs

Teaching What We Don’t Know: Failing to Adequately Prepare Teachers to Use Technology for the Benefit of Students with Special Needs

Joy E. Harris
Copyright: © 2012 |Pages: 8
ISBN13: 9781609608781|ISBN10: 1609608798|EISBN13: 9781609608798
DOI: 10.4018/978-1-60960-878-1.ch025
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MLA

Harris, Joy E. "Teaching What We Don’t Know: Failing to Adequately Prepare Teachers to Use Technology for the Benefit of Students with Special Needs." Communication Technology for Students in Special Education and Gifted Programs, edited by Joan E. Aitken, et al., IGI Global, 2012, pp. 320-327. https://doi.org/10.4018/978-1-60960-878-1.ch025

APA

Harris, J. E. (2012). Teaching What We Don’t Know: Failing to Adequately Prepare Teachers to Use Technology for the Benefit of Students with Special Needs. In J. Aitken, J. Fairley, & J. Carlson (Eds.), Communication Technology for Students in Special Education and Gifted Programs (pp. 320-327). IGI Global. https://doi.org/10.4018/978-1-60960-878-1.ch025

Chicago

Harris, Joy E. "Teaching What We Don’t Know: Failing to Adequately Prepare Teachers to Use Technology for the Benefit of Students with Special Needs." In Communication Technology for Students in Special Education and Gifted Programs, edited by Joan E. Aitken, Joy Pedego Fairley, and Judith K. Carlson, 320-327. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-878-1.ch025

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Abstract

When newly graduated teachers enter the classroom, they are expected to possess the knowledge to adequately teach students with a wide variety of needs including students with special needs, whether these students perform far above the majority of their peers or lag significantly behind. A disconnect exists, however, between the expectation and the reality. The truth is that most teacher education programs do not provide adequate training to teacher candidates in the area of special needs, and in terms of teaching pre-service educators what technological tools are available to enhance the educational opportunities of students with special needs, there is virtually no training whatsoever. The conclusions from this study come from a random sample (n=60) of National Council for Accreditation of Teacher Education accredited schools and colleges of education in the United States and its territories.

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