Preservice Special and General Educators’ Knowledge of Inclusion

Abstract

In this article, the authors report findings from a self-report survey completed by 125 preservice elementary, secondary, and special education teachers. The purpose of the study was to identify aspects of university coursework and assigned field experiences that contribute to their ability to define, identify, and implement inclusion. Results indicated a lack of consistency across teacher preparation programs within one college and a disconnectness between knowledge of inclusion as presented through university coursework and students’ real-world field experience observations of inclusion. Preservice special educators’ perceived lack of confidence in their ability to implement inclusion in practice was also noted in the analysis of results. The article also addresses implications of the findings for teacher education programs.