Preservice Teacher Preparation for Inclusion

TLDR

Performance mandates from the No Child Left Behind Act and the Individuals with Disabilities Improvement Act require greater access to the general curriculum for all students, including those with disabilities, and the resulting emphasis on inclusive classrooms and higher expectations profoundly affects preservice teacher preparation. The study surveyed a national sample of faculty from special education, elementary and secondary education, and curriculum and instruction programs using a 5‑point Likert scale and open‑ended questions to assess perceptions of training efforts and program effectiveness for preparing preservice teachers for inclusion and collaboration. Respondents largely agreed that current training efforts and programs are effective, yet the study identified gaps in practice, coordination, and collaboration, and it offers recommendations for further research and program improvements.

Abstract

Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided.