Preservice Teacher Beliefs About Inclusion

Abstract

This study examined the development of preservice teacher beliefs about inclusion. Six undergraduates from a southeastern university who were enrolled in a birth through kindergarten licensure program were interviewed and made available reflective writings for a qualitative analysis. Some beliefs were found during the group focus interview and initial individual interview, but additional beliefs evolved within the student teaching experience itself and are described in this article. Data suggested that students held positive beliefs about inclusion, although the context of the inclusion setting also mediated these beliefs. Students were confronted with challenges that inclusion settings often present. One finding suggested the importance of support for students to develop problem-solving and decision-making skills within inclusion contexts to provide for positive teacher beliefs about inclusion.