General and Special Education Teachers' Perceptions on their Preparedness to Instruct Students in the Inclusion Classroom

Kathryn Castelblanco

 Co-Presenters: Individual Presentation
College: College of Education
Major: Special Education: Learning & Behavioral Disabilities
Faculty Research Mentor: James McLaughlin
 

Abstract:

The research on inclusion indicates that there can be benefits for both general and special education students when they are instructed in the inclusion setting. The inclusion classroom serves as a setting that allows general education students to interact with students they may not otherwise. It also provides special education students access to the general education curriculum with the appropriate supports in their least restrictive environment. However, there is little research that focuses on teachers’ preparedness to instruct a large group of students with varying needs in the inclusion classroom. This study examines teachers in a local school district to assess their experiences and attitudes towards instructing all students in the inclusion classroom. The purpose of this study is to investigate and record general and special education teachers' experiences instructing students in the inclusion classroom and the degree of preparation they may or may not have received on the subject. The teachers who qualified for this study gave consent and participated in an online survey to share their perceptions on inclusion practices. The findings for this study provided valuable insights into how prepared teachers feel in order to provide instruction to students in the inclusion classroom.