Inclusive Attitudes, Strengths, and Weaknesses of Pre-service General Educators Enrolled in a Curriculum Infusion Teacher Preparation Program

By Bryan G. Cook. 2002

227 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4019dea9607f1ad97b7808ef83a0fcc6b3b9b1b8

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Citations in the corpus

Inclusive Teachers' Attitudes toward Their Students with Disabilities: A Replication and Extension (2004, background): “However, general educators typically receive little to no training in classroom management, and most do not feel adequately prepared in this area (e.g., Aksamit, 1990; Cook, 2002).”
Educating Students With Emotional Disturbances (2006, background): “It may well be that students with ED are placed in special classes because they benefit from them (Carlberg & Kavale, 1980; Stage & Quiroz, 1997); however, some research has indicated that general education teachers can feel unqualified and therefore are reluctant to teach students with ED (Cook, 20”
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities (2008, background): “A number of authors support infusion over a stand-alone unit philosophically (Aksamit and Alcorn 1988; Cook 2002; Kowalski 1995).”
Changes in Preservice Teacher Attitudes Toward Inclusion (2012, background): “Preservice teachers have often reported that their teacher preparation and instruction skills do not adequately prepare them to facilitate an inclusive classroom adapting for students with disabilities (Cook, 2002 ).”
A Model for Preparing Special and General Education Preservice Teachers for Inclusive Education (2007, unknown): “Infusion of content into existing classes has also been used to enhance the preparation of general education teacher candidates ( Cook, 2002; Lombardi & Hunka, 2001).”
Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “…positive attitudes as being equally important as, if not more important than, knowledge and skills as prerequisites for good inclusive teachers (Cook, 2002; Forlin, Loreman, Sharma, & Earle, 2007; Loreman, Forlin, & Sharma, 2007; Sharma, Forlin, Loreman, & Earle, 2006; Sharma, Loreman, &…”
"Less Afraid to Have "Them" in My Classroom": Understanding Pre-Service General Educators' Perceptions about Inclusion. (2011, background): “…of researchers have studied the beliefs, knowledge, and practices of both pre-service and in-service general education teachers (e.g., Boling, 2007; Cook, 2002; Garriott, Miller, & Snyder, 2003; McHatton & McCray, 2007; Pajares, 1992; Richardson, 1996; Shippen Crites, Houchins, Ramsey, & Simon,…”
Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching. (2014, background): “, Avramidis & Norwich, 2002; Cook, 2002; Jordan, Schwartz, & McGhie-Richmond, 2009; Silverman, 2007). Mittler (2003) showed that the negative attitudes toward inclusion held by teachers, parents, and administrators were the most significant barriers to successful inclusion. Forlin and Hopewell (2006”
Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers (2012, background): “The disparity between the number of students with ED and number of students with other disabilities educated in inclusive settings may be attributable to the challenges posed by this population of students (Billingsley et al., 2006; Cook, 2002; Wagner et al., 2006).”
Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour (2014, background): “For example, teachers’ positive attitude has been identified as one of the important prerequisites for inclusive education (Cook 2002; Forlin et al. 2007; Kalyva, Gojkovic, and Tsakiris 2007).”
General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs. (2009, background): “The strong support of inclusion for social reasons by preservice teachers (Cook, 2002; Rademacher et al., 1998) and the continued support of inclusion by general education teachers (Barco, 2007; DeSimone & Parmar, 2006b; Snyder et al.”
Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion (2011, background): “The most consistent finding across these studies is that teachers’ willingness to implement inclusion was directly correlated with the severity of the disability and the intensity of the mainstreaming or inclusion effort to be implemented (Cook 2002; Scruggs and Mastropieri 1996).”
Epistemological Beliefs and Attitudes Toward Inclusion in Pre-service Teachers (2007, background): “…inquiry into teacher attitudes and beliefs should employ multiple data collection methods (e.g., interviews and observations in addition to surveys), in order to determine the degree to which self-reported attitudes and beliefs reflect teachers’ actual behavior with students (Cook et al., 2000).”
ENHANCING PRESERVICE TEACHERS' SENSE OF EFFICACY AND ATTITUDES TOWARD SCHOOL DIVERSITY THROUGH PREPARATION: A CASE OF ONE U.S. INCLUSIVE TEACHER EDUCATION PROGRAM (2011, background): “Cook (2002) studied one teacher education program at a large Mid-western university, which infused special education and inclusion curricula into four seminar courses that covered a variety of topics such as diversity, technology, educational psychology, and history and culture of American…”