Beyond Boundaries: Preparing General Educators for Inclusive Classrooms
Category
Business, Education and Humanities
Department
Elementary Education Unified (K-6)
Student Status
Undergraduate
Research Advisor
Dr. Ashley Shaw
Document Type
Event
Location
Student Center Ballroom
Start Date
10-4-2025 2:00 PM
End Date
10-4-2025 4:00 PM
Description
The preparedness of general educators for the inclusion of special education students is a crucial aspect of fostering inclusive classrooms. Teacher preparation programs are continuously designed and improved to ensure that every student receives the education they deserve, including students with disabilities or exceptionalities as dictated by the Individuals with Disabilities Education Act (IDEA) of 1975. This study aims to explore the extent of educators' preparedness to work with special education students and identify areas for improvement. Surveys were distributed to general educators, special educators, and preservice teachers to collect data on their training, confidence levels, challenges, and the overall effectiveness of current training programs. Further discussions with these individuals highlighted their experiences with special education students and identified areas of insufficient education. Analysis of the data indicates a significant gap in the training of general educators, with many expressing concerns about their ability to support special education students effectively. Educators who completed a dual licensure program in special and general education reported higher levels of confidence and preparedness compared to their counterparts with minimal specialized training. The findings emphasize the need for more extensive training programs that equip general educators with the necessary skills for inclusive classrooms. Recommendations include offerings additional courses related to teaching special education, embedding new strategies into preexisting classes, increasing the number of universities that offer dual licensure programs, and including ongoing professional development opportunities related to special education within the teacher education program.
Beyond Boundaries: Preparing General Educators for Inclusive Classrooms
Student Center Ballroom
The preparedness of general educators for the inclusion of special education students is a crucial aspect of fostering inclusive classrooms. Teacher preparation programs are continuously designed and improved to ensure that every student receives the education they deserve, including students with disabilities or exceptionalities as dictated by the Individuals with Disabilities Education Act (IDEA) of 1975. This study aims to explore the extent of educators' preparedness to work with special education students and identify areas for improvement. Surveys were distributed to general educators, special educators, and preservice teachers to collect data on their training, confidence levels, challenges, and the overall effectiveness of current training programs. Further discussions with these individuals highlighted their experiences with special education students and identified areas of insufficient education. Analysis of the data indicates a significant gap in the training of general educators, with many expressing concerns about their ability to support special education students effectively. Educators who completed a dual licensure program in special and general education reported higher levels of confidence and preparedness compared to their counterparts with minimal specialized training. The findings emphasize the need for more extensive training programs that equip general educators with the necessary skills for inclusive classrooms. Recommendations include offerings additional courses related to teaching special education, embedding new strategies into preexisting classes, increasing the number of universities that offer dual licensure programs, and including ongoing professional development opportunities related to special education within the teacher education program.
