Abstract
Approximately half of the students receiving special education services currently spend 80% of their time in the regular classroom, often with the special education teacher acting as a co-teacher. The use of inclusion to provide access to the general curriculum for these students challenges institutions of higher education to revisit the preparation of future teachers. In this article, results are presented from a survey administered to special education majors by two university instructors. The results of the survey indicated an apparent lack of understanding of the collaboration required between special education and general education teachers and the role of content standards in this relationship. One possible option for addressing these misconceptions is for education majors to have more opportunities for field experiences. Another option is for university general and special educators to model a collaborative relationship during university coursework to better prepare all teachers for working in inclusive classrooms.
Recommended Citation
Sanders, Sharon and Schubert, Paula
(2009)
"Perceptions of Required Elementary Education Courses for Special Education Majors,"
Teacher Education Journal of South Carolina: Vol. 2:
No.
1, Article 4.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol2/iss1/4