Impact of Blended Teacher Preparation on Preservice Teachers’ Understanding of Inclusive Education

• In Event: Roundtable Session 54
  In Roundtable Session: Inquiry Into Preservice Teachers' Knowledge Development

Abstract

Blended, or dual license, general and special education teacher education programs have emerged as an alternative way to prepare educators to teach students with disabilities in inclusive classrooms. However, little research has investigated the effects of such programs. This study interviewed pre-service teachers in a blended early childhood education (ECE)-Early Childhood Special Education (ECSE) program to investigate the effects of such a program on students’ beliefs and perceived knowledge about inclusive education. Pilot data showed that general and special education program components have both unique and interactive effects. This may predispose pre-service teachers towards positive attitudes about inclusion and uniquely prepare them to teach students with diverse needs. Implications for preparing educators to teach in inclusive settings are discussed.

Authors

• Hailey Love, University of Kansas

• Eva Horn, The University of Kansas