Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction
By Andrews, Lanna; Journal of Special Education Technology, Vol. 17, No. 3, pp. 27-35Publication Date: Summer 2002
Study conducted to investigate the use of web-enhanced instruction in conjunction with an inclusion teaching case in order to teach per-service instructors to adapt the curricula for students with disabilities who have limited English language proficiency. WebCT was used as the web-based instructional program, as the application provides instructional support by including the following 10 supports: (1) student access to teaching lucture notes, agendas, and assignment calendars, (2) quiz-taking and scoring capabilities, (3) a course-contained e-mail system, (4) bulletin boards to inform students of new information and to support the posting of discussions, (5) chat group facilities, (6) individual note-taking records, (7) glossaries and references, (8) instructor monitoring of student website use, (9) record-keeping and grading applications, and (10) communication and problem-solving activities. Forty people participated in the study, and used WebCT to develop an adapted lesson plan. A collaborating teacher provided online feedback as the lesson plans were created. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide included in the program. The results indicated that the collaborations were successful, as the mentoring feedback help to yield the creation of effective inclusive curricula. Implications for further research are discussed.
Published by: Exceptional Innovations (Website:http://www.exinn.net)
Technology and Media Division (TAM) of the Council for Exceptional Children (CEC) (Web Site: http://www.tamcec.org )
This publication is included in the library of the National Rehabilitation Information Center (NARIC), accession number J44619
