Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second year of kindergarten, with an average age of 5 years, 9 months. Parent reports indicated that 56% of the children spoke a language other than English at home. The research design exploited a natural experiment that occurred due to the phasing-in of FDK, creating two groups of children who attended either FDK or half-day kindergarten (HDK). Kindergarten children’s outcomes in vocabulary, reading, writing, mathematics, and self-regulation were used to create two achievement groups based on data cut-points: below average and average to above average. Following a series of binary logistic regression analyses, results showed that HDK children were significantly more likely than FDK children to be in the below average group in the areas of reading, vocabulary, and self- regulation. In fact, results for self-regulation showed that HDK children were three times more likely to fall into the below average group. These results are consistent with our larger study on the longitudinal impact of FDK to Grade 3. The article discusses the importance of play-based learning in fostering self-regulation and providing opportunities for small- group learning in the FDK program. For children who struggle academically, full-day learning through play with the guidance of an educator team may present additional benefits.
{"title":"The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education","authors":"Janette Pelletier, Ellen Fesseha","doi":"10.5206/EEI.V29I3.9386","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9386","url":null,"abstract":"Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second year of kindergarten, with an average age of 5 years, 9 months. Parent reports indicated that 56% of the children spoke a language other than English at home. The research design exploited a natural experiment that occurred due to the phasing-in of FDK, creating two groups of children who attended either FDK or half-day kindergarten (HDK). Kindergarten children’s outcomes in vocabulary, reading, writing, mathematics, and self-regulation were used to create two achievement groups based on data cut-points: below average and average to above average. Following a series of binary logistic regression analyses, results showed that HDK children were significantly more likely than FDK children to be in the below average group in the areas of reading, vocabulary, and self- regulation. In fact, results for self-regulation showed that HDK children were three times more likely to fall into the below average group. These results are consistent with our larger study on the longitudinal impact of FDK to Grade 3. The article discusses the importance of play-based learning in fostering self-regulation and providing opportunities for small- group learning in the FDK program. For children who struggle academically, full-day learning through play with the guidance of an educator team may present additional benefits.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42506319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gabrielle Young, D. Philpott, Emily Butler, Kimberly Maich, Sharon Penney
This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.
{"title":"Exploring the Impact of Quality Early Child Education on Special Education","authors":"Gabrielle Young, D. Philpott, Emily Butler, Kimberly Maich, Sharon Penney","doi":"10.5206/EEI.V29I3.9384","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9384","url":null,"abstract":"This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46985537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christiana Okyere, Catherine Donnelly, H. Aldersey
The international classification of functioning, disability, and health for children and youth (ICF-CY) developed by the World Health Organization (WHO) is a framework for understanding concepts of disability specific to children and youth. This framework has been used in countries around the world to support the education of children with disabilities. In this article, we argue that the ICF-CY has the potential to inform and support Ghana’s education system and to improve the implementation of education for children with disabilities, particularly inclusive education, in Ghana. Specifically, we use children with intellectual and developmental disabilities (IDD) as an exemplar to examine how the ICF-CY can support inclusive education for children with disabilities within its main components: Body Functions and Structures, Activities and Participation, Environmental Factors, and Personal Factors. Examining the ICF-CY in these areas is significant, as many similar low- and middle-income contexts have yet to adopt the framework and may draw insights and lessons for its significance in educational contexts.
{"title":"Using the ICF-CY to Support Inclusive Education in Ghana","authors":"Christiana Okyere, Catherine Donnelly, H. Aldersey","doi":"10.5206/eei.v29i1.7777","DOIUrl":"https://doi.org/10.5206/eei.v29i1.7777","url":null,"abstract":"The international classification of functioning, disability, and health for children and youth (ICF-CY) developed by the World Health Organization (WHO) is a framework for understanding concepts of disability specific to children and youth. This framework has been used in countries around the world to support the education of children with disabilities. In this article, we argue that the ICF-CY has the potential to inform and support Ghana’s education system and to improve the implementation of education for children with disabilities, particularly inclusive education, in Ghana. Specifically, we use children with intellectual and developmental disabilities (IDD) as an exemplar to examine how the ICF-CY can support inclusive education for children with disabilities within its main components: Body Functions and Structures, Activities and Participation, Environmental Factors, and Personal Factors. Examining the ICF-CY in these areas is significant, as many similar low- and middle-income contexts have yet to adopt the framework and may draw insights and lessons for its significance in educational contexts.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).
{"title":"Exploring Diversity and Nurturing Generativity Through in situ Teacher Education","authors":"Leyton Schnellert, Donna Kozak","doi":"10.5206/EEI.V29I1.7780","DOIUrl":"https://doi.org/10.5206/EEI.V29I1.7780","url":null,"abstract":"This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46945550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to explore the social-emotional experience of teachers working with students with exceptionalities in the general education classroom. Individual interviews were conducted with five participants with in-service teaching experience. While these teachers highlighted experiencing burnout, the breadth and depth of their experiences with respect to psychological distress were more profoundly situated within compassion fatigue. Considering the root of burnout as being related to workload conditions and that of compassion fatigue being rooted in social-emotional relationships with students, it is possible that compassion fatigue and burnout emerge along parallel trajectories of psychological distress in teachers.
{"title":"Compassion Fatigue: The Experiences of Teachers Working with Students with Exceptionalities","authors":"Newsha Ziaian-Ghafari, Derek H. Berg","doi":"10.5206/eei.v29i1.7778","DOIUrl":"https://doi.org/10.5206/eei.v29i1.7778","url":null,"abstract":"The purpose of this study was to explore the social-emotional experience of teachers working with students with exceptionalities in the general education classroom. Individual interviews were conducted with five participants with in-service teaching experience. While these teachers highlighted experiencing burnout, the breadth and depth of their experiences with respect to psychological distress were more profoundly situated within compassion fatigue. Considering the root of burnout as being related to workload conditions and that of compassion fatigue being rooted in social-emotional relationships with students, it is possible that compassion fatigue and burnout emerge along parallel trajectories of psychological distress in teachers.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47938463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using distributive justice theory as a framework, the purpose of the present mixed methods study was to determine whether parental differential treatment was present and if so, to what degree, in families of children with a developmental disability. Moreover, if present, we examined to what extent parental differential treatment impacted family dynamics. One bilingual (i.e., French-English) family and eight French-speaking families, which were all middle-class families, participated. Mothers, fathers, and siblings who are typically developing were individually questioned during semi-structured interviews and completed the Sibling Inventory of Differential Experiences—Revised questionnaire. Children also completed the Perceived Fairness of Parental Differential Treatment measure. All quantitative data generated by the questionnaires were analyzed descriptively using the SPSS program, whereas interviews were coded using qualitative methods. Specifically, in vivo and axial-thematic coding of the interview data revealed that, according to both parents and children, the degree of parental differential treatment varied across families of children with developmental disabilities; yet, differential treatment was often justified and perceived as necessary by parents and children. These findings provided an overview of struggles and blissful moments that families of children with developmental disabilities may encounter on a daily basis. Implications for practitioners and policy are discussed.
{"title":"Parental Differential Treatment in Families with a Child with a Developmental Disability","authors":"M. Truchon, N. Howe","doi":"10.5206/eei.v29i1.7779","DOIUrl":"https://doi.org/10.5206/eei.v29i1.7779","url":null,"abstract":"Using distributive justice theory as a framework, the purpose of the present mixed methods study was to determine whether parental differential treatment was present and if so, to what degree, in families of children with a developmental disability. Moreover, if present, we examined to what extent parental differential treatment impacted family dynamics. One bilingual (i.e., French-English) family and eight French-speaking families, which were all middle-class families, participated. Mothers, fathers, and siblings who are typically developing were individually questioned during semi-structured interviews and completed the Sibling Inventory of Differential Experiences—Revised questionnaire. Children also completed the Perceived Fairness of Parental Differential Treatment measure. All quantitative data generated by the questionnaires were analyzed descriptively using the SPSS program, whereas interviews were coded using qualitative methods. Specifically, in vivo and axial-thematic coding of the interview data revealed that, according to both parents and children, the degree of parental differential treatment varied across families of children with developmental disabilities; yet, differential treatment was often justified and perceived as necessary by parents and children. These findings provided an overview of struggles and blissful moments that families of children with developmental disabilities may encounter on a daily basis. Implications for practitioners and policy are discussed.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43964031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students with learning disabilities and other high-incidence hidden exceptionalities (HIHE) can struggle with secondary difficulties including low confidence in their abilities (e.g., Klassen, 2010) along with primary difficulties related to their exceptionality. The purpose of this paper is to highlight the importance of the perspective of individuals with hidden exceptionalities with regard to maladaptive beliefs they can form. Using learning disabilities as a platform for discussing HIHE, we unpack two types of maladaptive beliefs—related to generalizations and mindset—and suggest adaptive alternative beliefs that can promote adaptive behaviour. The focus on maladaptive beliefs draws attention to the identification process, and specifically the types of variables that can influence how well aligned parts of the process are for particular students. We present a framework that contextualizes individual beliefs within the identification process, and what other variables determine alignment of parts within the process. The framework can be used to support educators through the identification process, as well as researchers in providing direction for future research.
{"title":"Aligning Elements of the Identification Process: Implications for Hidden Exceptionalities","authors":"Ian A. Matheson, Kyle Robinson","doi":"10.5206/eei.v29i1.7776","DOIUrl":"https://doi.org/10.5206/eei.v29i1.7776","url":null,"abstract":"Students with learning disabilities and other high-incidence hidden exceptionalities (HIHE) can struggle with secondary difficulties including low confidence in their abilities (e.g., Klassen, 2010) along with primary difficulties related to their exceptionality. The purpose of this paper is to highlight the importance of the perspective of individuals with hidden exceptionalities with regard to maladaptive beliefs they can form. Using learning disabilities as a platform for discussing HIHE, we unpack two types of maladaptive beliefs—related to generalizations and mindset—and suggest adaptive alternative beliefs that can promote adaptive behaviour. The focus on maladaptive beliefs draws attention to the identification process, and specifically the types of variables that can influence how well aligned parts of the process are for particular students. We present a framework that contextualizes individual beliefs within the identification process, and what other variables determine alignment of parts within the process. The framework can be used to support educators through the identification process, as well as researchers in providing direction for future research.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Preface: Anne Jordan—Robbie Case Memorial Award Winner","authors":"N. Hutchinson","doi":"10.5206/eei.v28i3.7767","DOIUrl":"https://doi.org/10.5206/eei.v28i3.7767","url":null,"abstract":"Anne Jordan: Robbie Case Memorial Award Winner","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44756501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching writing well poses several challenges in today’s diverse classrooms. Despite a growing research base on teaching writing, outcomes for students with disabilities in secondary schools continue to be disappointing. Research in the naturalistic tradition that would help educators understand the knowledge and beliefs that influence teachers’ practice, however, is scarce. Specifically, researchers know little about how exemplary general education teachers, who often have little to no training in special education, think about writing instruction for students with disabilities. To investigate teachers’ understandings and practices for supporting students with disabilities, interviews, observations, and artifacts were analyzed using qualitative methods. Exemplary teachers’ understandings of writing instruction for students with disabilities who are included in 9th- and 10th-grade general education language arts classes included deep and integrated knowledge of content and pedagogy that enabled them to facilitate the students’ progress. Teachers had firm beliefs that (a) students with disabilities could make progress and (b) learning writing was vitally important. Teachers’ understandings of writing instruction for students with disabilities were influenced by their knowledge of content and pedagogy, their beliefs about students and writing, and the contexts within which they worked. Implications include a call for more research about (a) the relationship between teachers’ beliefs and their practices, (b) opportunities to engage in context-embedded professional development, and (c) the amount of time necessary to reflect on, respond to, and deliver meaningful feedback in a sustained dialogue about writing for students with disabilities.
{"title":"Exemplary Teachers’ Understandings of Writing Instruction for Students with Disabilities Included in Secondary Language Arts Classes: It’s a Beautiful Struggle","authors":"M. Kiely","doi":"10.5206/eei.v28i3.7775","DOIUrl":"https://doi.org/10.5206/eei.v28i3.7775","url":null,"abstract":"Teaching writing well poses several challenges in today’s diverse classrooms. Despite a growing research base on teaching writing, outcomes for students with disabilities in secondary schools continue to be disappointing. Research in the naturalistic tradition that would help educators understand the knowledge and beliefs that influence teachers’ practice, however, is scarce. Specifically, researchers know little about how exemplary general education teachers, who often have little to no training in special education, think about writing instruction for students with disabilities. To investigate teachers’ understandings and practices for supporting students with disabilities, interviews, observations, and artifacts were analyzed using qualitative methods. Exemplary teachers’ understandings of writing instruction for students with disabilities who are included in 9th- and 10th-grade general education language arts classes included deep and integrated knowledge of content and pedagogy that enabled them to facilitate the students’ progress. Teachers had firm beliefs that (a) students with disabilities could make progress and (b) learning writing was vitally important. Teachers’ understandings of writing instruction for students with disabilities were influenced by their knowledge of content and pedagogy, their beliefs about students and writing, and the contexts within which they worked. Implications include a call for more research about (a) the relationship between teachers’ beliefs and their practices, (b) opportunities to engage in context-embedded professional development, and (c) the amount of time necessary to reflect on, respond to, and deliver meaningful feedback in a sustained dialogue about writing for students with disabilities.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42501152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Seventy-seven pre-service teachers enrolled in an introductory special education course completed a questionnaire on their beliefs about learning, teaching, and disability, before and after completing one of two randomly assigned training modules on Universal Design for Learning (UDL). Module A presented UDL as a strategy for meeting the specific needs of students with disabilities in a general education setting. Module B presented UDL as a framework to support all learners in the general education classroom through the creation of communities of learners. The Beliefs About Learning, Teaching, and Disability Questionnaire (BLTDQ) was administered with five subscales rated on a 6-point Likert-type scale that measure pre-service teachers’ beliefs about learning and teaching, as representative of their epistemological beliefs, beliefs about disability (from pathognomonic to interventionist) and the role of the teacher in the general education classroom. Analyses of these results suggest that a significant change toward interventionist beliefs about learning, teaching, and disability occurred for participants who completed either module on UDL. Additionally, a small to moderate, positive relationship was identified between pre-service teachers’ beliefs about disability and their epistemological beliefs, with the strength of this relationship increasing following their training in UDL. These findings suggest that training in UDL can have a powerful and positive impact on pre-service teachers’ interventionist epistemological beliefs and beliefs about disability. Shifts toward interventionist beliefs are more likely to result in teaching practices that are more supportive of students with disabilities in general education classrooms. Implications for teacher preparation and study limitations are also discussed.
{"title":"Pre-service Teachers' Beliefs: Impact of Training in Universal Design for Learning","authors":"Christopher S. Lanterman, Karen Applequist","doi":"10.5206/EEI.V28I3.7774","DOIUrl":"https://doi.org/10.5206/EEI.V28I3.7774","url":null,"abstract":"Seventy-seven pre-service teachers enrolled in an introductory special education course completed a questionnaire on their beliefs about learning, teaching, and disability, before and after completing one of two randomly assigned training modules on Universal Design for Learning (UDL). Module A presented UDL as a strategy for meeting the specific needs of students with disabilities in a general education setting. Module B presented UDL as a framework to support all learners in the general education classroom through the creation of communities of learners. The Beliefs About Learning, Teaching, and Disability Questionnaire (BLTDQ) was administered with five subscales rated on a 6-point Likert-type scale that measure pre-service teachers’ beliefs about learning and teaching, as representative of their epistemological beliefs, beliefs about disability (from pathognomonic to interventionist) and the role of the teacher in the general education classroom. Analyses of these results suggest that a significant change toward interventionist beliefs about learning, teaching, and disability occurred for participants who completed either module on UDL. Additionally, a small to moderate, positive relationship was identified between pre-service teachers’ beliefs about disability and their epistemological beliefs, with the strength of this relationship increasing following their training in UDL. These findings suggest that training in UDL can have a powerful and positive impact on pre-service teachers’ interventionist epistemological beliefs and beliefs about disability. Shifts toward interventionist beliefs are more likely to result in teaching practices that are more supportive of students with disabilities in general education classrooms. Implications for teacher preparation and study limitations are also discussed.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48425997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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