Preparing Preservice General Educators for Inclusion: A Survey of Teacher Preparation Programs in Illinois

Abstract

General educators must be prepared at the preservice level to accommodate students with diverse learning needs. The purpose of this study was to evaluate the extent to which undergraduate general educators, enrolled in approved teacher preparation programs in public or private institutions across Illinois, received instruction in inclusion and collaboration. Surveys were sent to instructors who taught the state-mandated course on exceptional children to general educators. Thirty-seven instructors representing 35 institutions responded. It was found that a significant gap existed between what instructors perceived as important for preservice educators to know and the actual degree of emphasis they placed in their course on competencies associated with inclusion and collaboration. Overall, it appeared that preservice general educators received limited information about the concepts and practices of inclusion and collaboration and will require additional information if they are to be prepared adequately to accommodate all students in inclusive classrooms.