Determining professional development needs of general educators in teaching students with disabilities in Hawai‘i

Abstract

Inclusion of students with disabilities in general education classes is at the forefront of policy and practice; however, many general educators do not feel prepared to provide meaningful education to students with disabilities. It is critical, therefore, that administrators determine the specific professional development needs of their teaching population. A survey, developed from the Interstate New Teacher Assessment and Support Consortium principles of knowledge and skills that all teachers need in teaching students with disabilities, was administered to 857 general and special education teachers in Hawai‘i. Two group comparisons were made: general and special education teachers, and general education teachers by years of experience. Data revealed that there were significant differences between general and special educators as well as patterns of responding across all groups of general education teachers reflecting similar perceived areas of less and more confidence. Recommendations for professional development are made.