| The purpose of this study was to examine current teacher education program reform efforts to prepare highly qualified teachers for inclusion. 190 Kansas elementary-level general education teachers responded to a questionnaire concerning their attitudes toward inclusion, perceptions about teacher education programs, and knowledge about special education content. Five-point Likert scale questions were asked regarding attitude and perception items; open-ended questions were asked to identify participants' knowledge about special education content. Open-ended questions were based on INTASC standards. Statistical procedures were used to identify differences among participants' attitudes, perceptions, and knowledge. Results indicated that while participants expressed positive attitudes toward inclusion, generally teachers were not satisfied about their preservice preparation for inclusion. Beginning and experienced teachers reported that they possessed adequate knowledge about special education content and this result indicated that current teacher education programs' reform efforts to include more special education content into general teacher preparation were successful. Findings suggest research-based special education content, quality student teaching experience, and competent university faculty should be provided throughout the preparation process to prepare highly-qualified teachers. |
