Constructing an Effective Measurement Tool to Assess the Self-Efficacy of Preservice Teachers for Teaching Students with Disabilities
Year: 2008
Type: article
Abstract: Many changes have been made in education policy throughout the last two decades, particularly in the area of special education.With new legislature in place including No Child Left Behind, teachers are faced with a variety of difficult challenges, such as meeting AYP 1 and preparing students for tests on an annual basis, doing so with fewer dollars at their disposal, more students per classroom, and increased expectations for professional development.Many teachers enter the field unaware of the nature of the demands that have been placed on them.Students enter the field of teaching at the college level with many idealistic notions of what they are going to be able to accomplish, and occasionally are disappointed when they are faced with reality.One of the areas that has endured the greatest shift in policy and in practice is the education of students with disabilities.The process of educating students with disabilities has shifted across the spectrum-from the fight for rights to education in the 70s to inclusion in the 00s, the issue of students with special needs in the general education classroom has been hotly debated.Teachers today are expected to support and facilitate inclusion when they arrive to their first classroom, however many new 1 AYP= Adequate Yearly Progress.A term used in legislature to describe the level of achievement that students should be acquiring each school year.
Author: Heather S. Dawson
Institution: The Ohio State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W108622011