Journal of Contemporary Research in Education


Over the last decade, the federally mandated “push” for full inclusion has changed the dynamics of general education classrooms to the extent that teachers no longer feel adequately prepared to teach. Teacher preparation programs are vested with the responsibility to prepare preservice teachers so they can provide a learning environment that meets the federal mandate of Least Restrictive Environment (LRE). A lack of preparation may affect the pre-service teachers’ attitude and perception of students with disabilities in a general education classroom. The purpose of this quantitative cross-sectional study was to explore preservice and first year teacher beliefs about preparation concerning inclusion classrooms. The results indicate that attitudes toward inclusion are moderately correlated with candidates or teachers efficacy beliefs about teaching in an inclusion classroom. Additionally, results include a drop in efficacy of teaching in an inclusion classroom with first year teachers. Implications are presented for consideration in training teachers for inclusion classrooms.

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