Inclusion Confusion: Putting the Pieces Together

Abstract

Although inclusive education has been implemented in public schools across the country, there are no universally agreed upon definitions or madels of inclusion, Preservice and inservice teachers enrolled in an inclusion course examined the ethical, educational, and legal considerations related to inclusion. As a major component of the course, students interviewed teachers who taught in inclusive settings to gather information about their perceptions, attitudes, beliefs, and experiences relevant to inclusion. This paper provides an analysis of the interview responses, identifies common themes and concerns, and presents implications for teacher preparation programs.