Teaching Inclusive Practices for Inclusive Education in Teacher Education Programs

• In Event: Serving All Our Students: Inclusive Education

Abstract

The purpose of this study was to investigate the extent to which inclusive practices are integrated into teacher education programs and to examine the association between the type of teacher preparation model and the integration of inclusive practices. This study is a part of a dissertation study. 215 participants who self-identify as faculty teaching in special education, elementary education, or combined programs in the US participated. Data were analyzed using quantitative methods. Findings showed inclusive practices are highly integrated; however, assessments and field-based assignments are less required while lecture, reading, and application assignments are highly required. Results showed the type of teacher preparation model is a statistically significant predictor of the degree to which inclusive practices are integrated.

Authors

• Melike Yozgatli Gulum, Turkish Ministry of National Education
  Presenting Author

• Kera B. Ackerman, University of Kentucky
  Non-Presenting Author