2023, Vol. 3, Issue 1, Part A
Service learning via distance education for special education pre-teacher candidates and their self-efficacy regarding typical book adaptations for young children with communication disabilities
Author(s): L Kathleen Sheriff and Robin D Johnson
Abstract: Pre-Service special education teacher candidates in an online early childhood special education (ECSE) course participated in a service-learning project regarding the adaptation of a typical classical children’s book in an effort to support a child with a communication disability to be able to access content from an on-grade level text. Teacher candidates participated in a mixed methods study regarding their self-efficacy in adapting typical books for young children with communication disabilities in educational settings that included online book adaptation training within their college course. This research study also involved special education pre-service teachers’ self-efficacy concerning teaching and adapting typical books to support access to the general curriculum. Pre and post self-efficacy data were collected on the 26 special education pre-service teacher participants. Qualitative data were collected from open-ended reflective responses to questions about the self-efficacy of special education pre-service candidates regarding book adaptations leading to supportive differentiation for teaching young students with communication disabilities. Quantitative data showed limited impact, but the qualitative data indicated that the adapted book project had a positive impact on the self-efficacy of the special education pre-service teacher participants.
Pages: 01-06 | Views: 345 | Downloads: 116
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How to cite this article:
L Kathleen Sheriff and Robin D Johnson. Service learning via distance education for special education pre-teacher candidates and their self-efficacy regarding typical book adaptations for young children with communication disabilities. International Journal of Research in Special Education. 2023; 3(1): 01-06.
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