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@article{ART001228887},
author={Kwon, HyunSoo},
title={General education teachers' perceptions about special education inservice training programs},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2007},
volume={8},
number={4},
pages={477-497}

TY - JOUR
AU - Kwon, HyunSoo
TI - General education teachers' perceptions about special education inservice training programs
JO - Journal of Special Education: Theory and Practice
PY - 2007
VL - 8
IS - 4
PB - Research Institute of the Korea Special Education
SP - 477
EP - 497
SN - 1598-060X
AB - The purpose of this study was to understand the general education teachers' perceptions about inservice training programs for special education. The 294 general education teachers from kindergarten to highschool responded the survey about perceptions about special education inservice training programs and preference about special education courses. The results revealed that because of lack of opportunities, most of the teachers did not take the inservice training courses about special education however, they were eager to take the programs for their professional development. Therefore, it would be necessary to provide the special education inservice training programs for general education teachers to support the successful inclusive education. The respondents also reported that the most favorable special education courses were psychology and counseling, teaching strategies, and assessments. They mentioned that they liked to learn about practical skills to use in their inclusive classrooms but did not want to take foundational knowledge courses such as teaching philosophy, history of special education, or understanding children with special needs. As a conclusion, several guidelines were suggested for teacher inservice training programs. First, it is necessary to expand and improve the inservice training opportunities for general education teachers. Inservice programs for beginning teachers, middle school teachers, high school teachers, as well as inclusion teachers are recommended. Second, the practical courses for inclusion such as behavior management, communication skills, and adapting the curriculum should be provided as collaborative ways so that general education teachers and children with disabilities get benefit in inclusive educational environment.
KW - inclusion;inservice program;special education;teacher training
DO -
UR -
ER -

Kwon, HyunSoo. (2007). General education teachers' perceptions about special education inservice training programs. Journal of Special Education: Theory and Practice, 8(4), 477-497.

Kwon, HyunSoo. 2007, "General education teachers' perceptions about special education inservice training programs", Journal of Special Education: Theory and Practice, vol.8, no.4 pp.477-497.

Kwon, HyunSoo "General education teachers' perceptions about special education inservice training programs" Journal of Special Education: Theory and Practice 8.4 pp.477-497 (2007) : 477.

Kwon, HyunSoo. General education teachers' perceptions about special education inservice training programs. 2007; 8(4), 477-497.

Kwon, HyunSoo. "General education teachers' perceptions about special education inservice training programs" Journal of Special Education: Theory and Practice 8, no.4 (2007) : 477-497.

Kwon, HyunSoo. General education teachers' perceptions about special education inservice training programs. Journal of Special Education: Theory and Practice, 8(4), 477-497.

Kwon, HyunSoo. General education teachers' perceptions about special education inservice training programs. Journal of Special Education: Theory and Practice. 2007; 8(4) 477-497.

Kwon, HyunSoo. General education teachers' perceptions about special education inservice training programs. 2007; 8(4), 477-497.

Kwon, HyunSoo. "General education teachers' perceptions about special education inservice training programs" Journal of Special Education: Theory and Practice 8, no.4 (2007) : 477-497.