Preservice Teachers’ Perceptions of Students with Learning Disabilities: Using Mixed Methods to Examine Effectiveness of Special Education Coursework

Abstract

As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, journals, and focus groups to examine pre-service teachers’ perceptions over time. Both quantitative and qualitative data indicate perceptions shifted positively in response to the methods course. Reflections and suggestions for other teacher educators are offered.