Urban Educator Preparation Program: Assessing Preservice Teachers’ Preparedness for Inclusive Education

Abstract

Pre-service teacher perception of inclusive education plays a critical role in the field of K-12 education, ensuring that students with disabilities receive the best possible instruction in the least restrictive environment. This qualitative case study used one-to-one interviews and focus groups to gather data from 16 pre-service teachers enrolled in an Urban teacher preparation program in a major city in Texas, United States. The data analysis highlighted the pre-service teachers’ understanding of differentiation instruction for students with disabilities. Furthermore, the pre-service teachers felt positive about meeting the needs of the special education students in the general education classrooms. However, they expressed concerns related to limited coursework that helps them acquire teaching strategies to meet the needs of the special education students in the general education classrooms. The research findings offer valuable insights into the factors behind pre-service teachers’ perceptions of inclusion, underscoring the importance of coursework specifically targeting their preparedness for inclusive education.