Evaluation of Online Training on Pre-service General Education Teachers’ Case Application of Visual Schedules for Individuals with Intellectual and Developmental Disabilities
Open Access
Author:
Liang, Zhigao
Graduate Program:
Special Education (PHD)
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
October 04, 2023
Committee Members:
David Lee, Professor in Charge/Director of Graduate Studies Jonte Taylor, Major Field Member David Mcnaughton, Major Field Member David Lee, Chair & Dissertation Advisor Janice Light, Outside Unit & Field Member
Keywords:
online training pre-service teacher visual schedules intellectual and developmental disability
Abstract:
The present study evaluated the effects of online training on pre-service teachers’ case application of the visual schedules strategy (“CHECK”) to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Results indicated that the self-paced online training was effective in increasing pre-service general education teachers’ case application of the visual schedules strategy. However, the results also indicated that participants did not apply all of the steps of the strategy, especially those steps of using visual schedules. In addition, participants agreed that the online module was socially acceptable and beneficial. The results are discussed from a perspective of training effect and social validity. Limitations and implications for future research are also discussed.
