Teachers' Experiences with Inclusive Classrooms: Implications for Special Education Reform

TLDR

A survey of 185 regular‑education teachers in traditional classrooms and 256 teachers (71 regular, 64 special) who co‑taught inclusive classrooms assessed attitudes toward inclusion assumptions, self‑efficacy, competence, satisfaction, and classroom adaptation appropriateness. Special‑education teachers reported the most positive views of inclusion, highest self‑efficacy, competence, and satisfaction, while regular teachers in inclusive classrooms had similar attitudes; regular teachers in traditional classrooms were least positive and viewed adaptations as less feasible, and all groups expressed a need for additional resources.

Abstract

Teachers completed a survey of attitudes toward several basic assumptions regarding inclusion of children with mild disabilities; perceptions of self-efficacy, competence, and teaching satisfaction; and judgments of the appropriateness of classroom adaptations. Respondents included 185 regular education teachers in traditional classrooms, and 71 regular education and 64 special education teachers who co-taught children in inclusive classrooms. Special education teachers held the most positive views of inclusion, as well as the highest perceptions of self-efficacy, competency, and satisfaction. Regular education teachers in the inclusive classrooms tended to report views similar to those of their special education counterparts. Regular classroom teachers in traditional classrooms held the least positive perceptions in these areas and viewed classroom adaptations as less feasible and less frequently used than did teachers in those classrooms in which the “protected resource” of two teachers was provided. Teachers in all three groups indicated a need for additional resources in order to appropriately serve children with disabilities.