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dc.contributor.authorParker, Suzanne M.en_US
dc.date.accessioned2014-03-14T20:08:42Z
dc.date.available2014-03-14T20:08:42Z
dc.date.issued2002-03-29en_US
dc.identifier.otheretd-04012002-140335en_US
dc.identifier.urihttp://hdl.handle.net/10919/26576
dc.description.abstractBy law, physical education (PE) teachers must provide direct service to children with disabilities in the least restrictive environment, which, whenever feasible, is a regular PE class. Traditionally, the adapted physical education (APE) specialist was responsible for teaching students with severe disabilities and the PE teacher was responsible for teaching students with mild disabilities. Today, however, many students with disabilities must be taught in a regular PE setting minimizing the need for the APE specialist. Now PE teachers are having to teach all students with disabilities, but some teacher preparation programs are not providing preservice teachers with opportunities to work with these students before their student teaching experience. A qualitative study was conducted to investigate preservice PE teachers' in-class experiences teaching students with emotional/ behavioral disorders (EBD) in a general education setting. Multiple interviews and observations were conducted with four preservice teachers throughout the span of their student teaching experience to examine their thoughts, feelings, and concerns about teaching students with EBD as well as examining their interactions with these students. The participants indicated that in order to feel more qualified to teach students with EBD, they needed more experience. Further, they struggled with issues of inclusion while they encountered a gamut of emotions throughout their experiences. These findings point to the need to enhance preservice PE teachers' experiences with more related fieldwork.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartSparkerfinal.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectEmotional/Behavioral Disordersen_US
dc.subjectPhysical Educationen_US
dc.subjectPreserviceen_US
dc.titlePreservice Physical Education Teachers' Perceptions Toward Teaching Students With Emotional/Behavioral Disorders in a General Education Settingen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeememberPoole, Jon R.en_US
dc.contributor.committeememberRice, Lisaen_US
dc.contributor.committeememberBaffi, Charles R.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04012002-140335/en_US
dc.contributor.committeecochairUttech, Melanie R.en_US
dc.contributor.committeecochairStratton, Richard K.en_US
dc.date.sdate2002-04-01en_US
dc.date.rdate2003-04-16
dc.date.adate2002-04-16en_US


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