A Call to the Field: Perspectives of Inclusive Special Educators' Experiences and Impacts on Self-Efficacy

• In Event: Defining Inclusion: International Perspectives

Abstract

Students with /dis/abilities are increasingly taught within general education classrooms, a practice known as inclusion, with several promising outcomes for all (Ballard & Dymond; 2017; Cole, Murphy, Frisby, Grossi & Bolte, 2019). However, teachers feel under-trained, and inclusion often falls short of its potential. This study examined inclusive special educators’ self-efficacy, sense of readiness-to-teach, and supports and impediments to effectiveness, through their own voices and experiences. Findings revealed that in addition to feeling low levels of self-efficacy across many important facets of their work, their teaching- or lack thereof - in general education classroom may contribute to and continue to perpetuate feelings of low self-efficacy, ill-preparedness and purposeful discontinuation of inclusion. Recommendations for teacher preparation and support will be provided.

Authors

• Nina F. Weisling, Carthage College

• Amy L-M Toson, Carroll University

• Nick Pflieger, Cardinal Stritch University