An exploratory case study of the preparation of secondary teachers to meet special education needs in the general classroom

Abstract

Teaching teachers to effectively adapt the general curriculum for students with disabilities in general education classrooms is a challenging and often overwhelming task for preservice methods faculty. In order to examine the preparation needs of secondary education teachers and the realities of today's secondary education classrooms, inservice secondary education teachers and preservice methods faculty were matched in intensive, asynchronistic, online discussions. An initial attitude, knowledge, and skills survey was completed by both groups of participants and compared to the results of the online discussions. Findings of this small case study revealed that (a) theoretical knowledge in best practices of special education are not adequately addressed in secondary education preparation programs, and (b) both methods faculty and inservice secondary teachers need to learn effective content enhancement practices, principles of strategy instruction, effective curriculum design, and technology skills. Educational implications of the findings for professionals in teacher education are discussed.