Needs assessment of family and consumer sciences teachers for teaching students with diabilities
Killman, Letitia J.
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This study was conducted to investigate Family and Consumer Sciences teachersâ€™ feelings of being prepared and supported for teaching students with disabilities. Their need for professional development in teaching students with disabilities was also examined as well as their preferences for the delivery methods of additional professional development. Descriptive statistical methods were used to analyze the teachersâ€™ feelings. Correlations and backward regression were used to determine whether experience, grade level taught, content area, or type of preparation for certification had an impact on their feelings of being prepared and supported for teaching students with disabilities and their professional development needs. The study showed that FCS teachers wanted professional education opportunities focused on teaching students with disabilities within inclusive programs. They wanted the education to be training materials, focused within FCS content areas, and for teaching in secondary level courses. Due to time constraints the FCS teachers preferred that the professional development be offered at the summer Tri-Cluster or Midwinter conferences, so that they would not have to take time away from their teaching during the academic year.