Reframing General Education Teachers' Beliefs and Behaviors to Cultivate Equitable Inclusive Education

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Focus on Behavior in Special and Inclusive Education

Abstract

There is a large gap between the national graduation rate of all students and that of students with disabilities. Teacher belief systems have proven to be an important factor in increasing student achievement, especially for students with disabilities. The purpose of this sequential explanatory mixed methods study was to understand general education teachers’ beliefs (n=368) about mindset, teacher self-efficacy, and inclusion and how those beliefs relate to teacher behaviors, specifically at the high school level. Findings suggest the hypothesized SEM path model presented based on the social cognitive theory framework is a valid model. There was a strong predictive relationship between mindset and attitude toward inclusion. Teacher behaviors and implications for teacher preparation are also discussed.

Authors

• Lisette M. Manuel, Livingston Parish Public Schools

• Kathleen Taylor Campbell, Southeastern Louisiana University

• Adam C. Elder, Southeastern Louisiana University