Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness

This mixed methods study examined preservice teacher perceptions of their needs related to inclusion. The study examined 120 early childhood and elementary preservice teachers from two universities, from both general and special education programs. Inclusion has been considered best practice in educ...

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Detalhes bibliográficos

Principais autores:	Stites Michele L., Rakes Christopher R., Noggle Amy K., Shah Sabrina
Formato:	Artigo
Idioma:	Inglês
Publicado em:	Sciendo 2018-12-01
coleção:	Discourse and Communication for Sustainable Education
Assuntos:	inclusion teacher education special education students with disabilities
Acesso em linha:	https://doi.org/10.2478/dcse-2018-0012
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