Not What I Expected: Self-Efficacy and Experiences in the Inclusive Classrooms

• In Event: Fostering Self-Determination, Self-Regulation, and Self-Efficacy in Inclusive Settings

Abstract

The U.S has long faced a nation-wide shortage of special education teachers (SET; McLeskey & Billingsley, 2008), compounded by high rates of turnover (Carver-Thomas & Darling-Hammond, 2017) and decreasing enrolments in SET preparation programs (NCES, 2016). As a result, more districts rely on alternatively certified teachers to fill SET vacancies. This study explored alternatively-certified early career inclusive SETs’ experiences teaching, self-efficacy, and perceived supports and barriers to being effective. Findings revealed SETs work across multiple classrooms, settings, grade levels, and content areas and were often assigned responsibilities outside the role of SET. Many had not engaged in many common teaching practices. These experiences may contribute to/continue to perpetuate feelings of low self-efficacy, ill-preparedness and purposeful discontinuation of inclusion.

Authors

• Nina F. Weisling, Carthage College

• Amy L-M Toson, Carroll University