Challenges to preparing teachers to instruct all students in inclusive classrooms

Abstract

Educating all children in inclusive settings requires proper support and guidance. Effective training has the potential to give teachers at every stage of their career the ability to influence student thinking and increase all students’ educational development. Utilizing a convergent mixed methods design, the current study explores the impact of university and district-led professional development aimed to develop the skills and willingness of teachers to create a more inclusive learning environment. Findings from two focus groups and a survey completed by 74 participants, suggest that in order to impact skills and perceptions university-district partnerships would benefit from employing the seven elements for effective professional development presented by the Learning Policy Institute (LPI).

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