Learning to teach at inclusive schools : student special educators' perspectives at Ilia state university in Georgia

Abstract

Abstract

This qualitative study is about student special educators‟ perspectives on the learning outcomes from the SNE program at Ilia State University of Georgia. The research uses a semi-structured interviews and analyze the findings based upon the technique of thematic analyzes. The aims of this study are to identify resources and difficulties in training special educators for teaching at inclusive schools, and to investigate possible gaps between demands of inclusive education and special teachers training program. In addition, making recommendations for further development of SNE bachelor program at Ilia State University of Georgia.

The research refers to critical theory and Habermas‟s concept of communicative action to discuss the link between the demands of inclusive education, intentions of SNE program and students learning outcomes. It implies Kolb‟s experiential learning theory to explain students‟ learning processes.

In the findings, the students express strengths and weaknesses of the learning outcomes, while they also emphasize teaching quality and program organizing. Their answers reflect a communication action gap between the policy of inclusive education, university intentions and the students‟ outcomes. The issues of making assessments and adaptations, development of IEP and collaborating with professionals and peers are underlined as weaknesses, while teaching without practice and inefficient structure of the program was highlighted as a need for improvement. These aspects are also reflected in the recommendations for the further enhancements of the SNE bachelor program at Ilia State University.