Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning Experiences
Abstract: Preservice teachers often have low post-school expectations for students with intellectual and developmental disabilities (IDD) although the stated goal of special education is to increase those very outcomes. However, setting high expectations and learning the accompanying soft skills is...
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| Format: | Article |
| Language: | English |
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Indiana University Office of Scholarly Publishing
2024-09-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
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| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35302 |
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| author | Stephanie Devine Cynthia Massey Kathryn Haughney Akintomide Adebile |
| author_facet | Stephanie Devine Cynthia Massey Kathryn Haughney Akintomide Adebile |
| author_sort | Stephanie Devine |
| collection | DOAJ |
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Abstract: Preservice teachers often have low post-school expectations for students with intellectual and developmental disabilities (IDD) although the stated goal of special education is to increase those very outcomes. However, setting high expectations and learning the accompanying soft skills is a complex skill set to include in special education teacher training. This qualitative study (n = 7) uses the consensual qualitative research-modified method to analyze preservice teachers’ shifts in perception of students with IDD following a service-based, extended field experience with college students with IDD who attend a university’s inclusive postsecondary education [IPSE] program. The service-learning experience included both planned and unplanned activities that were also a part of the curriculum for students enrolled in the IPSE program. Researchers identified six primary domains: (1) content knowledge, (2) getting to know students, (3) helping students, (4) preservice teachers needing support, (5) social and emotional connections, and (6) misconceptions. The resulting core ideas suggest that special education teacher training with extended service learning may help candidates to see the whole person with IDD and that instruction for teacher development can be enriched through applied learning opportunities. Conclusions position subsequent inquiry to explore service-learning outcomes and preservice teacher soft skill development.
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| format | Article |
| id | doaj-art-0dc417673af242e680b10129f57d5236 |
| institution | Kabale University |
| issn | 1527-9316 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj-art-0dc417673af242e680b10129f57d52362025-02-12T04:15:09ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162024-09-01243Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning ExperiencesStephanie Devine0Cynthia Massey1Kathryn Haughney2Akintomide Adebile3a:1:{s:5:"en_US";s:27:"Georgia Southern University";}Georgia Southern UniversityGeorgia Southern UniversityGeorgia Southern University Abstract: Preservice teachers often have low post-school expectations for students with intellectual and developmental disabilities (IDD) although the stated goal of special education is to increase those very outcomes. However, setting high expectations and learning the accompanying soft skills is a complex skill set to include in special education teacher training. This qualitative study (n = 7) uses the consensual qualitative research-modified method to analyze preservice teachers’ shifts in perception of students with IDD following a service-based, extended field experience with college students with IDD who attend a university’s inclusive postsecondary education [IPSE] program. The service-learning experience included both planned and unplanned activities that were also a part of the curriculum for students enrolled in the IPSE program. Researchers identified six primary domains: (1) content knowledge, (2) getting to know students, (3) helping students, (4) preservice teachers needing support, (5) social and emotional connections, and (6) misconceptions. The resulting core ideas suggest that special education teacher training with extended service learning may help candidates to see the whole person with IDD and that instruction for teacher development can be enriched through applied learning opportunities. Conclusions position subsequent inquiry to explore service-learning outcomes and preservice teacher soft skill development. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35302teacher educationdisability perspectivepostsecondary educationservice-learning experience |
| spellingShingle | Stephanie Devine Cynthia Massey Kathryn Haughney Akintomide Adebile Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning Experiences Journal of the Scholarship of Teaching and Learning teacher education disability perspective postsecondary education service-learning experience |
| title | Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning Experiences |
| title_full | Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning Experiences |
| title_fullStr | Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning Experiences |
| title_full_unstemmed | Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning Experiences |
| title_short | Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning Experiences |
| title_sort | preservice teachers shifting perspectives of individuals with intellectual and developmental disabilities in service learning experiences |
| topic | teacher education disability perspective postsecondary education service-learning experience |
| url | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/35302 |
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