GENERAL EDUCATION

TEACHERS IN INCLUSION
Group 1: Danielle Cappellett
Todd Calabro
Colleen ONei


WHAT IS INCLUSION?

Inclusion seeks to
ensure a place for
students with
disabilities in the
general education
curriculum to the
maximum extent
possible.

PROBLEMS WITH INCLUSION
Conderman & Johnson-Rodriguez (2009) write an article
called Beginning teachers' views of their collaborative
roles.
This article identifies 3 reasons why inclusion isnt
successful.
1. Infrequent/inadequate communication between the
general education & special education teacher
2. Lack of general education teacher training on students
with disabilities
3. Special education teachers unfamiliarity with the
general education curriculum


GENERAL EDUCATION TEACHERS CONCERNS
WITH INCLUSION
Berry (2011) wrote an article called Voices of
experience: general education teachers on teaching
students with disabilities.
This article identifies general education teachers
concerns with inclusion:

1. Behavioral challenges of students with disabilities
2. Insufficient administrative support
3. Lack of in-service training on inclusion
4. Not enough time to collaborate with others

SOLUTIONS FOR INCLUSION SUCCESS
Conderman & Johnston-Rodriguez (2009), call the
need for a collaborative culture

A collaborative culture calls for better teacher
preparation with increased skills/ support & more
authentic experiences to better meet the needs of
all students in the classroom

SOLUTIONS FOR INCLUSION SUCCESS
An article by Leyser, Zeiger, & Romi (2011) explains
that in order for inclusion to be successful, teachers
self-efficacy must increase.

Self-efficacy is peoples judgment of their capabilities
to organize and execute courses of action required to
attain designated types of performance.

The study in this article explains that teachers self-
efficacy is linked to student outcomes and success in
the classroom.
SOLUTIONS FOR INCLUSION SUCCESS
Teachers with high self-efficacy are more likely to try
different strategies to meet all students needs in their
classroom & more willing to support inclusion of
children with disabilities in their class.

What improves teachers self-efficacy?
Experience and training in inclusion
through professional development

Ability to collaborate with others
IMPORTANCE OF PROFESSIONAL
DEVELOPMENT
Jenkins & Yoshimura (2010) wrote an article on
how professional development can lead to
successful inclusion.

Many teachers feel ill-prepared to meet the needs
of students with disabilities in their classrooms and
not receiving appropriate support needed from their
administration.

A proffesional development plan is designed, so
that general education teachers can feel prepared
and confident about inclusion.


PROFESSIONAL DEVELOPMENT PLAN
There are 5 components for the implementation of
a successful professional development plan:
Build Readiness
Conduct Planning
Implement Training
Allow for Implementation
Maintenance

IN ORDER FOR INCLUSION TO BE
SUCCESSFUL
Identify the problems as to why inclusion is
unsuccessful
Listen and act upon teachers concerns
Increase general education teachers self-efficacy
Have a supportive administration
Encourage collaboration
Implementation of professional development focusing
on educating and training general education teachers
on inclusion

* The goal is for general education teachers to feel
confident in their abilities to teach ALL students and
experience successful inclusion*

REFERNCES
Jenkins, A. A., & Yoshimura, J. (2010). Not another inservice!. Teaching Exceptional
Children,42(5), 36-43.
Conderman, G., & Johnston-Rodriguez, S. (2009). Beginning teachers' views of their
collaborative roles.Preventing School Failure, 53(4), 235-244.
Leyser, Y., Zeiger, T., & Romi, S. (2011). Changes in self-efficacy of prospective special
and general education teachers: Implication for inclusive education.
International Journal of Disability, Development & Education, 58(3), 241-
255. doi:10.1080/1034912X.2011.598397
Berry, R. W. (2011). Voices of experience: general education teachers on teaching
students with disabilities. International Journal of Inclusive Education, 15(6), 627-
648. doi:10.1080/13603110903278035