Do secondary pre-service teachers have what it takes to educate learners with special educational needs?

ID: 50069 Type: Brief Paper
  1. Petrea Redmond, University of Southern Queensland, Australia
  2. Jennifer Lock, University of Calgary, Canada

Monday, March 6 11:30-11:50 AM Location: Barton View on map

Presider: Xiaorui Sun, Ohio University, United States

Abstract: This case study shares secondary pre-service teachers’ concerns about teaching students with special educational needs within mainstream classrooms. Many pre-service teachers are fearful that they do not have what it takes to provide the best learning and teaching experiences for students with special educational needs. In this study, an online community comprised of pre-service teachers, practicing teachers, and teacher educators explored contemporary teaching and learning practices for students who have special educational needs. An analysis of the online posts exposed that the pre-service teachers: 1) had limited realization of the diversity of learners in secondary classrooms; 2) demonstrated a positive attitude towards inclusivity; 3) used literature to support claims; 4) presented an appreciation of learning with and from each other within an online community; and 5) made explicit references to their personal learning during their participation in the online community.


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