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Running head: TEACHER PREPARATION PROGRAMS 1

TEACHER PREPARATION PROGRAMS 6

The Influence of Unskilled Teachers On Policymakers’ Attitudes Towards Teacher Preparation Programs.

Abstract

This proposal focuses on the impact of teacher preparation programs in ensuring inclusivity in classrooms. Teacher preparation programs train teachers on the skills needed to handle learners with special needs while also providing them with knowledge on how they can provide additional services, such as counseling.

Policymakers’ Attitudes towards Teacher Preparation Programs in Special Education

Problem under Study

The problem being considered in this study is the impact of teacher preparation programs on inclusivity in classrooms. As Martin (2018) indicates, most policymakers do not believe that these programs are essential in equipping teacher trainees to handle learners, especially those with special needs. Rightly so, many teachers do not have the skills to handle the learners with special needs and inclusivity in classrooms has been an issue in many schools where learners with special needs are not given equal opportunities as the other learners to acquire education (Lindsay, 2003).

Literature Review

Research indicates that one of the emerging issues in education systems is the inclusion of children, with and without special needs, in the same classrooms (Villa et al., 2016)). Most teacher preparation programs are focused on solving this problem by training teachers on how to handle the challenges of students with special needs, such as learning difficulties and behavioral disturbance disorders (Chireshe, 2011). They also train teachers how to offer additional services such as counseling to learners with special needs since most of them may experience psychological issues, such as lack of self-esteem (Lewis, Wheeler & Carter, 2017). However, some teachers have negative attitudes towards learners with special needs as they believe that these students disrupt the teaching progress because most of them require assistive technology in the classrooms (Lindsay, 2003). As a result, some teachers become uncomfortable when teaching classes with learners with special needs, and they may pass their discontent to the other learners without special needs.

Presentation Description

The lack of exposure among teachers to teacher preparation programs is one of the reasons why inclusivity in classrooms has not yet been achieved in many schools. According to Lindsay (2003), most teachers do not have the skills and expertise to handle learners with special needs, and the main reason for this is that they are not exposed to teacher education programs. As a result, many of them cannot handle learners who have learning difficulties or behavioral disturbance disorders. However, research on this issue indicates that the teachers lack exposure to the teacher preparation programs because they are not ready to embrace the idea of having learners with special needs in their classrooms (Martin, 2018). As Lewis et al. (2017) indicates, majority of them believe that these learners are a hindrance to their teaching methods and a disruption to the teaching progress since most of them require assistive technology for effective learning.

A review on the essentiality of teacher preparation programs indicates that they are necessary to the realization of educational goals, such as the need to ensure inclusivity in classrooms (Villa et al., 2016). For example, teacher trainees in teacher preparation programs are impacted with the knowledge on how to handle learners with special needs, such as hearing impairments, vision problems, and other physical challenges (Villa et al., 2016). As a result, such teachers are knowledgeable on what such learners needs to make them comfortable in classrooms and give them a safe and conducive environment for leaning. Additionally, teachers in teacher preparation programs are also taught how to offer addition al services to the learners such as counseling services. According to Villa et al. (2016), some learners with special needs may develop psychological issues, such as feelings of low self-esteem and therefore, it is important that teachers have the knowledge on how to offer counseling services to help the special needs students.

Teacher preparation programs have not failed in ensuring inclusivity in classrooms. As discussed, they are essential in ensuring that teachers are equipped with knowledge and skills to handle learners with special needs. Therefore, the lack of inclusivity in many classrooms is down to the poor attitudes that many teachers have towards the teacher preparation programs. According to Lewis et al. (2017), the poor attitudes emanate because the teachers believe that learners with special needs are a distraction to their teaching strategies. However, if teachers embraced teacher preparation programs and used the knowledge taught there in classroom settings, inclusivity would be achieved.

After the end of the presentation, members present should be knowledgeable of the dire state of the current education systems since they do not allow inclusivity. Moreover, the audience should understand the essentiality of embracing teacher preparation programs after learning about their benefits to the teachers and the students, especially those with special needs. Having said that, the teacher preparation programs should continue teachers how to handle learners with special needs so that many of them come on board and ensure inclusivity is achieved in classrooms.

Session Outlook and Audience Participation

This study primarily focuses on teacher preparation programs. The aim is to learn more about these programs and their impacts on educational systems. In the 21st century, there are some critical issues facing schools, and one of them has been inclusivity. In this regard, there is a link between teacher preparation programs and inclusivity. For example, the teacher preparation programs provide knowledge how to handle learners with special needs in classroom. Thus, it is important that all teachers get enrolled in the teacher preparation programs as we aim to achieve inclusivity in all schools.

References

Chireshe, R. (2011). Special needs education in-service teacher trainees’ views on inclusive education in Zimbabwe. Journal of Social Sciences, 27(3), 157-164.Retrieved fromhttps://doi.org/10.1080/09718923.2011.11892916.

Lewis, R. B., Wheeler, J. J., & Carter, S. L. (2017). Teaching students with special needs in general education classrooms. Pearson.Retrieved from https://amzn.com/0134017560

Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special Education, 30(1), 3-12.Retrieved from https://doi.org/10.1111/1467-8527.00275

Martin, S. N. (2018). Exploring the Transformative Potential of Experiential Learning: Fostering Positive Attitudes towards Inclusive Science Education for Special Education Needs (SEN) Learners in Korea. In Critical Issues and Bold Visions for Science Education (pp. 101-122). Brill Sense. Retrieved from https://doi.org/10.1163/9789004389663_006

Villa, R. A., Thousand, J. S., Van der Klift, E., Udis, J., Nevin, A. I., Kunc, N., & Chapple, J. (2016). Questions, concerns, beliefs, and practical advice about inclusive education. Leading an Inclusive School: Access and Success for All Students.Retrieved from https://books.google.co.ke/books?