How Educators For Students With Children With Learning Disabilities And Their Diverse Learning Needs

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Some mainstream classes have been established with little planning and thought given to how to prepare educators for their new and difficult role” (p. 439) is being far from true. This speaks to the fact that preparing teachers to handle the responsibility of working with SWD and their diverse learning needs should be a component in all CTE certification programs (Harvey, 1999). Research by Lobosco & Newman (1992) linked to working with SWD has shown that “lack of adequate professional preparation of teachers for dealing with the challenges provided by children with learning disabilities” (p. 28) was attributed to diminished job satisfaction as a teacher. Studies by Custer & Panangos (1996) and Harvey (2000) focused on the perceptions of CTE teachers with a specific lens towards confidence and effectiveness of teaching. Each study employed surveys in which CTE teachers and other school-based personnel were involved to include administrators and counselors. CTE teachers were asked to rate themselves in terms of confidence and effectiveness with working with various special populations, while administrators and counselors were asked to rate CTE teacher’s degree of confidence and effectiveness in working with diverse populations. Interestingly, outcomes from both studies were similar in that results from each indicated that CTE teachers felt more self-assurance and thus more effective in working with disadvantaged students then with working with SWD. Conversely,

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