Self-Perceptions of Rural College Special Education Preservice Teachers: Assessing the Application of Curriculum Content Knowledge to the Actual Classroom.

Preservice teachers in special education at Eastern Illinois University take two concurrent courses--one teaching instructional techniques for individuals labeled mildly exceptional and the other a practicum experience in a local rural school. A study examined the preservice teachers' perceptions of what they learned working with special needs students and how they felt about their preparation for the practicum experience. Pre- and post-surveys completed by 36 preservice teachers indicated that the majority of those who completed their practicum at an elementary school felt that they were comfortable teaching math, reading, spelling, and phonics; that they were able to collaborate effectively with their preservice teachers, their cooperating teacher, and their practicum supervisor; and that carrying out an effective behavior management plan would increase their teaching effectiveness. They were divided as to whether giving more leeway to students benefitted them as "new" teachers. Those whose practicum was at a middle school were divided as to whether they felt competent to effectively teach mathematics and reading. The majority felt that they had collaborated effectively with their cooperating teacher, preservice teacher peers, and their practicum supervisor. Among those preservice teachers whose practicum was at a high school, a very small minority felt competent teaching mathematics. A majority felt that they effectively taught spelling and implemented a behavior management plan, and were successful in team-teaching. Five strategies used to incorporate students' life experiences into the curriculum are discussed. (TD)