The perceived competence of regular education teachers to educate students with disabilities in the mainstreamed classroom

This study investigated the perceived confidence of regular education teachers and special education teachers to educate students with learning disabilities in mainstreamed classrooms. Regular education teachers complained about the placement of special education students in their classrooms without having received appropriate special education training. A review of the literature revealed that regular education teachers did not support the integration of students with learning disabilities. Research questions in this study addressed how educational leaders might best support the preparation of regular education teachers regarding mainstreaming. Additionally, the findings of this study may help educational leaders to devise training programs that are useful and relevant to the teachers and students.