Preparing Preservice Educators for the Inclusive Classroom

Abstract

Inclusion has been heavily researched, exploring aspects from the benefits to the possible negative outcomes. Two constructs that have been found to be related to successful inclusion are positive attitudes and high self-efficacy. Research has shown that inservice teachers who possess these characteristics are successful with inclusion. The purpose of this research is to provide a professional development training focused on successful inclusion practices to preservice teachers enrolled in an early childhood education undergraduate program at a Midwest university in the United States, as well as explore changes in self-efficacy and attitudes and differences among cohorts of participants. Results indicated that both self-efficacy and attitudes toward inclusion significantly improved from before to after the workshop, suggesting that professional development positively impacted these constructs. The differences among the cohorts approached significance for self-efficacy in the pre-assessment; however, there were no other significant differences among cohorts of preservice teachers on self-efficacy or attitudes. The similarities found in the participants� levels of self-efficacy and positive attitudes toward inclusion across the span of the program suggest consistency in the program�s philosophy and influence on preservice teacher attitudes and self-efficacy. The positive changes in preservice teachers� attitudes and self-efficacy underscores the salience of targeted professional development.