Inclination toward Inclusion: Perceptions of Elementary and Secondary Education Teacher Candidates

Abstract

Abstract The coupling of the Individuals With Disabilities Education Act and the No Child Left Behind Act has placed a large number of students with disabilities into general education settings. The continued trend toward educating students with disabilities in inclusive settings mandates that teachers be prepared to work with all learners. General education teacher candidates have voiced concerns over their levels of preparation in serving exceptional learners, a concern that may heighten their fear of the unknown when faced with increasing numbers of students with disabilities. For this reason, it is important to understand general education teacher candidates' attitudes toward inclusion in order to refine and augment existing personnel preparation programs. This article explores and compares perceptions of elementary and secondary education majors toward the inclusion of students with disabilities in their classrooms. Results reveal differing perceptions between majors and indicate several areas in need of attention. Findings are framed within teacher preparation programs of study.