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Pre-Service Teachers' Attitudes Toward Integration

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Pre-Service Teachers' Attitudes Toward Integration Pre-service Teachers‟ Attitudes Toward Integration: Does A Student Teacher Placement In An Integrated Classroom Make A Difference? A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment Of the requirements for the degree Doctor of Philosophy Sherri L. Theaker June 2008 2 This dissertation titled Pre-service Teachers‟ Attitudes Toward Integration: Does A Student Teacher Placement In An Integrated Classroom Make A Difference? by SHERRI L. THEAKER has been approved for the Department of Teacher Education and the College of Education by Marta A. Roth Associate Professor of Teacher Education Renée A. Middleton Dean, College of Education 3 ABSTRACT THEAKER, SHERRI L., Ph.D., June 2008, Teacher Education, Special Education Pre-service Teachers‟ Attitudes Toward Integration: Does A Student Teacher Placement In An Integrated Classroom Make A Difference? (246 pp.) The primary purpose of this study was to determine whether a student teaching placement in an integrated classroom would promote a positive change in pre-service teachers‟ attitude toward children with disabilities. Sixty-nine senior level pre-service teachers in early childhood education completing preschool student teaching participated in this study. Using a true-experimental design, participants were randomly assigned to two groups using a matched pair technique. The control group was placed into a preschool classroom with no children having disabilities and the experimental group was placed in a classroom with at least one child with and Individualized Education Plan (IEP). Participants completed the Opinions Relative to Integration of Students with Disabilities (ORI) scale at the end of their student teaching experience (Antonak & Larivee, 1995). The analysis compared the mean scores of a 4 post-test attitude survey of two groups of pre-school student teachers using a one-way multivariate analysis of variance (MANOVA). MANOVA results did not reveal a significant result among student teaching placement sites on attitude factors, Wilks‟ =.906, F = 1.67, p <. 05, multivariate = .094 but offered insight to the literature. Demographic information and open-ended question responses added support to the notion that increased experiences with children with disabilities could positively influence the attitudes of pre-service student teachers. This study, accompanied by other research, indicates that direct experiences with children with disabilities influence the development of attitudes toward integration. This study lays the groundwork for future preparatory program development in that it suggests the importance of placing pre-service teacher with role models that hold higher degrees. It also supports the infusion of special education throughout course work and direct contact experiences. Approved: Marta A. Roth Associate Professor, Teacher Education 5 ACKNOWLEDGEMENTS I must acknowledge and pay my gratitude to many individuals that have sacrificed time, mentored, and encouraged me throughout this worthwhile adventure. I would like to extend my sincere thanks to my dissertation committee for their gracious time in guiding me throughout this process. First, my chair, Dr. Marta Roth, provided encouragement, and wisdom that enabled me to grow personally and professionally. Mother Marta always put my agenda and me first without hesitation and was honest and patient at all times. To Dr. Dianne Gut, I graciously thank for the kindness and time spent in reviewing all aspects of this dissertation. To Dr. George Johanson, I thank for inspiring me to embark upon the unknown world of MANOVA. The countless tutoring and mentoring opportunities have given me confidence that I never would have thought I could achieve in statistical analysis. To Dr. Hannah Nissen, I extend appreciation for the hours of travel made in order for this process to be complete. I also thank her for her gentle and kind support. 6 The administration, faculty, and staff at the Eastern Campus have truly become family to me with their unconditional support throughout my professional growth. Finally, I must thank those that have lived, cried, and cheered with me for the past five years. My mother, Shirley Colvin, has never doubted my ability to complete this, at times, grueling process. Without her giving countless hours of care to my children, I could have never completed this process. To my daughters Becca, Shay, and Tara, I thank you for allowing me to step outside the normal “mommy” mold to fulfill my dreams while sacrificing some of our time together. You have all given me encouragement in your own special ways and I love you with all my heart! To my husband I thank for not holding me back. “Love Endures” and our marriage, family, and life stands as a testament to this and more. 7 TABLE OF CONTENTS Page ABSTRACT ................................................ 3 ACKNOWLEDGEMENTS ........................................ 5 LIST OF TABLES ......................................... 13 LIST OF FIGURES ........................................ 14 CHAPTER ONE: INTRODUCTION .............................. 15 Background of the Study ............................... 15 Statement of the Problem .............................. 22 Research Questions and Hypothesis ..................... 25 Research Questions .................................. 25 Null Hypothesis ..................................... 26 Significance ........................................ 26 Limitations and Delimitations ......................... 29 Definition of Terms ................................... 30 General Education Preschool Student Teaching .......... 31 CHAPTER TWO: REVIEW OF THE LITERATURE .................. 34 Introduction to the Literature ........................ 34 Critical Review of Relevant Literature ................ 35 Historical Events ................................... 35 IDEA and LRE ........................................ 38 8 Funding Issues that Impact Placement Decisions ...... 41 Attitudes ............................................. 47 Theoretical and Philosophical Perspectives .......... 49 Variables Influencing Teacher Attitudes Toward Integration ......................................... 54 Child Related Variables That Influence Teacher Attitudes ........................................... 55 Personal Variables That Influence Teacher Attitudes . 56 Teacher Preparatory Institutions and How They May Influence Teacher Attitudes Toward Integration ........ 60 Course Work ......................................... 64 Field Experience .................................... 67 Student Teaching .................................... 69 Summary ............................................... 73 CHAPTER THREE: METHODOLOGY ............................. 76 Research Design ....................................... 77 Operational Definition of Variables ................. 78 Random Assignment ................................... 82 Instrumentation ..................................... 83 Selection/Development of Instruments ................ 84 Reliability and Validity Issues ..................... 85 9 Pilot Study ........................................... 86 Pilot Study Reliability Issues ...................... 87 Data Collection Procedures ............................ 88 Data Analysis Procedures .............................. 90 Summary ............................................... 91 CHAPTER 4: RESULTS ..................................... 93 Research Question ..................................... 93 Data Collection Procedures ............................ 93 Response Rates ........................................ 95 Data Entry and Screening Results ...................... 97 MANOVA Assumption Results ............................. 98 Independence of Observation Assumption .............. 98 Multivariate Normality Assumption ................... 98 Homogeneity of Covariance Matrices Assumption ....... 99 Validity and Reliability Results ..................... 100 Demographic Information .............................. 103 Gender and Age of Pre-service Teachers ............. 103 Educational Level Attained by Pre-Service Teachers . 103 Number of Special Education Courses Taken .......... 104 Pre-Service Teachers Personal Experience with Persons with Disabilities .................................. 104 10 Number of Children with IEPs and Disability Type ... 105 Degree/License of Cooperating Teacher .............. 106 Number of Special Education Courses Taken .......... 107 Cooperating Teacher Personal Experience with Persons with Disabilities .................................. 108 MANOVA Analysis ...................................... 109 Discussion of Respondent Demographics and Additional Findings ........................................... 115 Number of Children with IEPs in the Classroom ........ 115 Type of Disability ................................. 118 Degree and Number of Years in-Service of the Cooperating Teacher ................................ 122 Pre-Service and Cooperative Teachers Personal Experience with Person with Disabilities ........................ 127 Additional Findings .................................. 130 Summary .............................................. 133 CHAPTER FIVE: DISCUSSION, CONCLUSIONS, SUMMARY, AND RECOMMENDATIONS ....................................... 134 Discussion ........................................... 134 Purpose and Design ................................. 134 Research Question and Hypothesis ................... 135 11 Summary of Quantitative Findings
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