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dc.contributor.authorBarnes, Mary Alyssa
dc.description.abstractWith the increase of students with special needs participating in regular education classes, general educators are responsible for meeting the needs of a diverse group of students. In turn, higher education institutions are preparing pre-service educators using various models of instruction. The models discussed within this study include the one-course, dual certification, embedded, combination, and the block. Faculty from institutions utilizing each of these models discussed the intricacies of their program approach. Themes identified within the models included providing a basic content knowledge, programmatic change, program intensity, linking of content, increased demands, enhanced collaboration, programmatic changes, and flexibility. Additionally, faculty members discussed program components needing improvement. These included behavior management, special education/differentiated instruction, and assessment. Finally, faculty members discussed the utilization of data when making programmatic improvements. These enhancements included program restructure and redesign, establishing annual program improvement goals, additional fieldwork hours, and additional course and training needs.
dc.subjectTeacher preparation, Inclusion, General education, Special education
dc.subjectOne-course model
dc.subjectDual certification model
dc.subjectEmbedded model, Combination model, Block model
dc.titleThe future generation
dc.title.alternativepreparing pre-service teachers for inclusion
dc.description.departmentCommunication Sciences and Special Education
dc.description.majorSpecial Education
dc.description.advisorCynthia O. Vail
dc.description.committeeCynthia O. Vail
dc.description.committeeAllison Nealy
dc.description.committeeJohn Dayton
dc.description.committeeRichard Boon

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