10th Annual Partnership Conference for Educational Renewal

The purpose of the study was to explore the change in teacher candidates' attitudes and beliefs about inclusion following an application-based online discussion paired with an 18-hour clinical experience in their EDCO202 course --Supporting the Exceptional and Gifted Learners in the General Education Classroom. These effects were examined while controlling for other influences on preservice teachers' perceptions of inclusion such as their personal history with a close family member or friend who is disabled. First, the participants will learn how teacher candidates' attitudes changed about the inclusion. This was assessed by a survey before and after their application-based interactive discussion and occurred during their clinical experience. Also, the study demonstrates how their attitudes were likely to have been impacted by the use of application-based online discussions. Second, they will learn how to implement application-based online discussions that robustly foster reflection and cognitive growth that is consistent with the tenets of sociocultural theory. To that end, the presenters will explain the course goals as well as corresponding examples of the application-based interactive discussions. In the context of this, the transformation of pre-service general education teachers' struggles with teaching students who have disabilities into healthy experiences will be shared, illustrating the way theories were actively reconciled with the messy realities of practice into an authentic schema of beliefs that are likely to optimally foster learning of students with disabilities. Subsumed within this process is fostering the cultivation of trusting peer-to-peer relationships through Blackboard's mobile applications (or apps in other Learning Management Systems).
As a result, the participants will be able to identify how to promote best practices informed by inclusive values among future general education teacher candidates. This is important, as the future of inclusive education relies on perspectives and attitudes of teachers who are responsible for supporting all students including students with special needs.

How can I personalize and present my content for my students?
How can I structure critique and conferencing so that students are setting and meeting individualized goals?
How can I utilize tutorials, modules and a classroom website to ensure success?

This presentation focuses on developing academic resilience for the youth at risk. We begin by emphasizing the need for these skills and the research supporting this assertion. Participants are given strategies on sharing productive feedback while building academic resilience with their students. Motivating children from lower socio-economic communities is critical as these children are adversely affected by a complex set of risk factors involving academic achievement, leadership skills, and social/emotional skills. This presentation seeks to encourage a positive dialogue between presenter & conference attendees in understanding how academic resilience, intrinsic motivation, & emotional intelligence can positively affect a student in many areas of his life including emotional, psychological, & intellectual domains. Recognizing the strong nature of evidence that support these concepts will strengthen the educator's resolve to keep the notion of developing academic resilience, intrinsic motivation, & emotional intelligence as yearlong objectives for students. This presentation considers the vast amount of research on intrinsic motivation, emotional intelligence, & academic resilience as the presenter seeks to demonstrate & discuss with the participants the necessity of emphasizing these skills with the student at risk.