Running head: EDU 521 JOURNAL ARTICLE #3

ATTITUDES, SENTIMENTS, AND CONCERNS OF PRE-SERVICE TEACHERS AFTER THEIR INCLUDED EXPERIENCE Terry Gallivan Liberty University EDU 521 April 14, 2012

EDU 521 JOURNAL ARTICLE #2 ATTITUDES, SENTIMENTS, AND CONCERNS OF PRE-SERVICE TEACHERS AFTER THEIR INCLUDED EXPERIENCE The creation of learning environments for every student should be the endeavor of each teacher. Regardless of where observations are made; there are students with exceptionalities needing innovative learning strategies developed to assist in their learning deficit. Are the learning strategies simply to be universal in design or an individualized differentiated design? Pre-service teachers were participants in a study created to understand the apprehension these teachers may have in regards to students with exceptionalities in the general education classroom.

The consensus remains among educators, researchers, and policymakers that the paramount and foremost environment is all children should be part of inclusion classes. The issues arising are how should the instruction be delivered? The prospect is a dynamic approach of responding positively to pupil diversity and seeing individual differences not as problems, but as opportunities for enriching learning (Golmic & Hansen, 2012) The ultimate goal is to provide both new and experienced teachers with strategies and models to implement on the first day of school for students with exceptionalities. A secondary goal is assure alignment of the teachers personal beliefs, values, attitudes and concerns are in the symmetrical line as the needs of all students with diverse special needs. A third goal is to provide pre-service teachers with

specially-designed instruction in a supportive general education learning environment while they are completing their student teaching requirements. (Golmic & Hansen, 2012) This study concluded its findings confirm the need for pre-service teachers to be trained in various strategies and models to diminish the anxiety they may have in teaching students with exceptionalities.

EDU 521 JOURNAL ARTICLE #2

In considering the study is recently published in 2012; it makes one conjecture into why pre-service teachers are not already having more than one or two classes written into their degree plans. Since teachers, researchers and policy makers all agree inclusion is the preeminent goal for students with exceptionalities, then it becomes equally important for universities need to board the bandwagon to train upcoming teachers. The strategies and models must be learned prior to entering the classroom to avoid a gross injustice to the students as a whole.

References Golmic, B. A., & Hansen, M. A. (2012). Attitues, Sentiments, and Concerns of Pre-Service Teachers after their Included Experience. International Journal of Special Education, 27(1).