"Who is Brad?" Preservice Teacher's Perceptions of Summarizing Assessment Information about a Student with Moderate Disabilities

Rose M. Allinder, Ellin Siegel

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The increase in inclusion of students with moderate retardation and severe disabilities within general education classrooms has broadened the educational team to include educators who may lack specialized training in implementing best practices for these students. Participation in collaborative assessment focused on students with more intense needs may require modifications in assessment procedures and formats. This study examined perceptions of future general and special education teachers of assessment summaries presented in a traditional and a profile format. Results of paired t-tests comparing participants' perceptions of the formats on each item of the Assessment Summary Questionnaire yielded five significant differences. Results are discussed in terms of recommendations for strengths-based assessment summaries. Implications for undergraduate preservice education are discussed also.

Original languageEnglish (US)
Pages (from-to)157-169
Number of pages13
JournalEducation and Training in Mental Retardation and Developmental Disabilities
Volume34
Issue number2
StatePublished - Jun 1 1999

Fingerprint

Education
disability
Students
teacher
general education
Special Education
student
Practice Guidelines
severe disability
special education
best practice
inclusion
educator
classroom
participation
questionnaire
lack
education
Surveys and Questionnaires

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Biochemistry

Cite this

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