Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings

Abstract

Abstract The purpose of the current study was to determine the effect of a 15-week introductory special education graduate course on general education students' attitudes toward inclusion, their teaching self-efficacy and their knowledge about adapting their teaching for students with disabilities. Dependent measures t-tests revealed that respondents' attitudes toward inclusion and their teaching self-efficacy on the surveys employed in the present study were not significantly different from pre-test to post-test. However, narratives from student interviews demonstrated positive attitudes toward inclusion, increased knowledge and confidence to teach students with disabilities in inclusive settings and willingness to adapt instruction for children with disabilities. Implications and recommendations for teacher preparation programs are briefly discussed.

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