Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-30T19:38:48.205Z Has data issue: false hasContentIssue false
  • English
  • Français

Misconceptions of undergraduate teacher trainees to intellectual disability

Published online by Cambridge University Press:  26 February 2016

Ian Dempsey
Ian Dempsey*
Affiliation:
Division of Special Education, University of Newcastle, University Drive, Callaghan, NSW, 2308, Australia
Get access Rights & Permissions [Opens in a new window]

Abstract

The recent development of special education courses within teacher education degrees has focussed attention on the content of these courses. Although several policy documents recommending content for these courses have been published in recent years, very little empirical work has been conducted to determine the relevance of such proposals. This study examined the misconceptions of teacher trainees about intellectual disability as a means of identifying particular aspects of special education content that may need to be addressed in special education courses. The sample held several misconceptions which suggest that many teacher trainees may have a poor understanding of intellectual disability.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 17 , Issue 1 , January 1993 , pp. 42 - 47
Copyright
Copyright © The Australian Association of Special Education 1993

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Antonak, R.F., Fielder, C.R. & Mulick, J.A. (1989). Misconceptions relating to mental retardation. Mental Retardation, 27, 2, 91–97.Google ScholarPubMed
Chadwick, V. (1991). Pre-service teacher education courses; letter to Vice-chancellors of N.S.W. Universities. Sydney: Ministry of School Education and Youth Affairs.Google Scholar
Curtis, C.K. (1985). Are education students being adequately prepared for mainstreaming? Education Canada, 25, 2, 28–31.Google Scholar
Disability Council of NSW (1992). Draft Education Policy, Sydney.Google Scholar
Doherty, P. (1982). Strategies and initiatives for Special Education in N.S.W. Sydney: N.S.W. Department of Education.Google Scholar
Elkins, J. (1990). Integration. In Ashman, A. & Elkins, J. (Eds.), Educating children with special needs, (pp. 32–61), New York: Prentice Hall.Google Scholar
Gearhart, B., Weishahn, M. & Gearhart, C. (1988). The exceptional student in the regular classroom. Melbourne: Merrill.Google Scholar
Hickson, F. (1989). Mandatory special education units in pre-service teacher education: Finding the magic formula. NSW Journal of Special Education, 11, 13–17.Google Scholar
Martin, H. (1991). Quality and equality: A segregated agenda or a mainstream responsibility - what role for AASE?. NSW Journal of Special Education, 14, 2–6.Google Scholar
NSW Department of School Education (1992). Special Education strategic plan: Review and directions 1993-1997 (Draft outline). Parramatta, NSW.Google Scholar
O’Shea, L.J., O’Shea, D.J. & Algozzine, B. (1989). The regular education initiative in the U.S.: What is its relevance to the integration movement in Australia? International Journal of Disability, Development and Education, 36, 1, 5–14.Google Scholar
Taylor, H. & Winthrop, H. (1957). An enquiry concerning the prevalence of popular misconceptions relating to mental deficiency. American Journal of Mental Deficiency, 62, 344–448.Google Scholar
Ward, J., Bochner, S., Centre, Y., Outhred, L. & Pieterse, M. (Eds.). Educating children with special needs in regular classrooms: An Australian perspective. North Ryde, NSW: Special Education Centre, Macquarie University.Google Scholar