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A Pilot Survey of Perceived Competence of Pre-Service School Practitioners in Inclusive Education for Students with Special Needs
Article ID: 5570
DOI: https://doi.org/10.30564/jiep.v8i1.5570
Abstract
Inclusive education provides a learning environment that enriches learning of all students. Attitudes about inclusive education are essential to its implementation (Sharma et al., 2021;[18] Wray et al., 2022).[21] Therefore, school practitioners need training to advance their attitudes, knowledge, skills, and actions (Sharma et al., 2021;[18] Wray et al., 2022).[21] This study examines the pre-service school practitioners' training and perceived competence in inclusive education for students with special needs. We developed a survey aimed to gain insight into training and perceived competence. Survey results related to training suggest that teacher education and special education majors might benefit from additional training in universal design for learning, co-teaching, and flexible grouping, where school counselor majors might need more training in all categories of inclusive education. Survey results related to perceived competence results suggest that most pre-service school practitioners perceived themselves to be very capable of implementing inclusive educational practices.
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References
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