This article describes how Problem-based learning (PBL) was used as a pedagogical tool to help prospective teachers (a) define various disabilities, (b) learn teaching strategies for inclusion settings, and (c) value collaboration with other professionals. Qualitative and quantitative data are reported about the influence of the PBL experience on 44 preservice teachers during a semester-long PBL experience. Our findings indicate that engagement in PBL can help prospective teachers begin to acquire the knowledge, skills, and attitudes needed to work with children with disabilities in a problem-solving atmosphere that models and emphasizes peer collaboration.
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