What Is Teacher Knowledge of Inclusion and How Does It Inform Teacher Education?

• In Event: Innovative Approaches to Special Education Teacher Preparation

Abstract

To examine the complexity of preparing teachers to teach in inclusive classrooms, it is imperative to understand teachers’ knowledge of inclusion. Our purpose was to examine the existing research on what teachers know about inclusion and its connection to the broader teacher knowledge base to support the implementation of inclusive practices and ongoing professional learning. We conducted a systematic search for peer-reviewed publications that examined k-12 teachers’ knowledge of inclusion. We identified 18 empirical articles and 3 reviews to include in our analysis. Analyses revealed three themes in this body of work: knowledge, beliefs, and culture. Findings of this review provide insight to cultivate responsive teachers who support diverse learners, specifically students with disabilities.

Authors

• Tania Dumicic Pinto, Montclair State University

• Helenrose Fives, Montclair State University