Immersive Experiences in an ESE Secondary Setting: Lessons from the Classroom

ABSTRACT

This qualitative study explored the experiences of general education secondary preservice teachers while immersed in self-contained special education classrooms. While secondary education teachers have expertise in content areas, little is known about their understanding of students with disabilities and their knowledge of specific strategies for maximizing student learning. The participants in this study identified attributes of effective management strategies, reported a deeper understanding of the needs of students with exceptionalities, and reflected on their sense of efficacy about teaching students with exceptionalities. Over half of the participants reported feeling more confident following this experience, and 19% indicated a desire to become advocates for students with exceptionalities.