Preservice General Education Teachers' Perceptions of Equity Amongst Students with Disabilities
Abstract
Investigating teachers' perceptions of student equity is crucial in education. However, limited research examines how preservice general education teachers in Appalachia view the equity of students with disabilities compared to their peers from urban and/or other regions. This study aims to explore preservice elementary general education teachers' perspectives on this issue. A quantitative approach will be employed, utilizing a Likert scale survey to assess these perceptions. To ensure a comprehensive understanding, preservice teachers from both urban non-Appalachian and rural Appalachian communities will be recruited to participate. To incentivize participation, gift cards will be offered as rewards, a strategy shown to effectively enhance survey response rates. The analysis of the survey data will involve several steps, including descriptive statistics, t-tests, and ANOVA, to examine the results. The findings aim to assist educators, administrators, and pre-service teacher programs in understanding and addressing potential biases toward children with disabilities. By exploring preservice general education teachers' perspectives in rural Appalachia, this study seeks to contribute significantly to enhancing the educational experiences of all students.
Start Time
16-4-2025 9:00 AM
End Time
16-4-2025 10:00 AM
Room Number
272
Presentation Type
Oral Presentation
Presentation Subtype
Research-in-Progress
Presentation Category
Education
Faculty Mentor
Pamela Mims
Preservice General Education Teachers' Perceptions of Equity Amongst Students with Disabilities
272
Investigating teachers' perceptions of student equity is crucial in education. However, limited research examines how preservice general education teachers in Appalachia view the equity of students with disabilities compared to their peers from urban and/or other regions. This study aims to explore preservice elementary general education teachers' perspectives on this issue. A quantitative approach will be employed, utilizing a Likert scale survey to assess these perceptions. To ensure a comprehensive understanding, preservice teachers from both urban non-Appalachian and rural Appalachian communities will be recruited to participate. To incentivize participation, gift cards will be offered as rewards, a strategy shown to effectively enhance survey response rates. The analysis of the survey data will involve several steps, including descriptive statistics, t-tests, and ANOVA, to examine the results. The findings aim to assist educators, administrators, and pre-service teacher programs in understanding and addressing potential biases toward children with disabilities. By exploring preservice general education teachers' perspectives in rural Appalachia, this study seeks to contribute significantly to enhancing the educational experiences of all students.