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Journal of Undergraduate Research

Keywords

elementary education teachers, special education, children with disabilities

College

David O. McKay School of Education

Department

Counseling Psychology and Special Education

Abstract

I conducted a survey of 3 BYU elementary education students who completed the CPSE 400 (accommodations for students with disabilities class and are now in the field. Participants were asked to rate how well prepared they felt for various aspects working with students with disabilities in the regular education classroom. Ratings were taken on a scale of 1-4, 1 being unprepared, 2 somewhat unprepared, 3 somewhat prepared, and 4 well prepared. Participants were surveyed on their preparation for the following categories: Pre-referral strategies (strategies used to collect data and aid students before they are referred to special education); Response to Intervention (a tiered system in which students are helped according to their needs; students go through each tier and get referred to special education if their needs are still not met); Discrepancy method of referring students to special education (difference between student’s actual performance/grades and their ability/ IQ according to testing); The referral method (method of referring students to special education); Assessing Students for Special Education; The Individuals with Disabilities Educational Improvement Act (IDEA – the law protecting special education students); The General Education Teacher’s Role in the IEP process (IEP – Individual Education Plan; every special education student is required by law to have one; includes goals and accommodations); Collaborating with Special Education Teachers and other Professionals; Making lesson plan accommodations; Managing Behavior. Here are the results:

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