LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

Literature Review: Inclusion Preparation and Field Experience

Emily Brewer
University of Missouri

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

Literature Review: Inclusion Preparation and Field Experience

My research question is based on the relationship between special education field

experience and general education preservice teachers self-efficacy for working in inclusive
classrooms. I wanted to see what studies were out there that could shed some light on this
question. I also wanted to know about the relationships between self-efficacy and field
placement; preparedness and duration of time spent at the field site; attitudes that preservice
teachers have toward inclusion; and different strategies for preparation courses.
Inclusive Classroom or Self-Contained
In an article by Recchia, and Puig (2011), the study looked specifically at the impact of
field experience in self-contained classrooms through student journals. The authors stated,
Findings from our study demonstrate that placements in self-contained settings can offer
particular value for student teachers. As gathering places for children with a range of disabilities
and the expertise and resources to serve them, these classrooms can be a rich training ground for
new teachers learning and development (p. 148). The preservice teachers were able to
collaborate with teachers and specialists to learn more about individual students.
Although this article focused on special education majors, it started me thinking about the
different field placements within special education. This article focused on the self-contained
classroom and how it gave preservice teachers the opportunity to work with students with a wide
range of abilities.
In an article by VanWeelden and Whipple (2005), research was conducted to show the
effect of field experiences on music education preservice teachers perceptions of music
instruction for students with special. Music education preservice teachers completed a survey
that consisted of 17 questions regarding the students perceptions of music for secondary

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

students with special needs, including how prepared, comfortable, willing, and perceptive they
were toward working with special learners (p. 64-65) before starting their field experience.
After the field experience, the participants completed the same questionnaire for comparison
analysis. Results showed that preservice teachers felt significantly more positive about
interacting with this population, however, the preservice teachers perceptions of the behaviors
of students with special needs and their capabilities to learn like other children their age did not
change significantly after the field experience (p. 68). This may be due to the fact that the
preservice teachers were not able to interact with typical functioning students at the same time.
My conclusion of these two articles is that having field experience in a special education
setting can help preservice teachers feel more comfortable working with students with special
education needs. The debate is whether having experience in a self-contained classroom is more
helpful or working in an inclusion classroom is more helpful. I have yet to come across an article
that talks about preservice teachers having the opportunity to experience both settings. My
hypothesis is that spending time in both settings will have the largest impact of teacher efficacy
and preparedness for working with the special education population in a general education
classroom.
Duration in the Setting
Atiles, Jones and Kim (2012) conducted a study to see the impact of field experiences on
Early Childhood education preservice teachers' efficacy toward working with children with
special needs. 165 undergraduate preservice teachers had the opportunity for field experience at a
Rise School that has a high ratio of students with developmental delays or disabilities along
with their typically developing peers (p. 68). For this study, the preservice teachers completed a

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

questionnaire regarding their completed ECE courses, field placements, and experience working
with children with special needs.
The results of the study indicated that preservice teachers who have more direct
experience working with children with special needs in their field experience had greater feelings
of efficacy. The authors state, The positive correlations within this study provide evidence that
preservice teachers' sense of efficacy is not solely contingent upon the number of hours spent in
inclusive settings; rather it is systematically related to the ratio of children with developmental
delays or disabilities to typically developing peers in their field experience classrooms (p. 75).
This article could have also been under the Inclusive Classroom or Self-Contained
subheading because it talks about the ratio of students with disabilities to those without and how
that effect their experience. I would like to see the relationship between the setting and the
duration and how much the amount of time spent in one setting or the other effects efficacy.
Peebles and Mendaglio (2014b) conducted a quantitative study to learn about the impact
of an inclusion course along with field experience on preservice teachers self-efficacy for
teaching in inclusive classrooms. The study consisted of 141 preservice teachers who completed
The Teacher Efficacy for Inclusive Practice (TEIP) scale, self-esteem was measured using the
Rosenberg Self-Esteem (RSE) scale, and a demographics questionnaire. The data collected
showed that the coursework itself was effective in developing self-efficacy, but the combination
of the coursework and the field experience made even more substantial gains to the participants
self-efficacy (p. 93). It also showed that more time with direct experience with students with
special needs and less time observing whole class instruction, preservice teacher self-efficacy is
more likely to increase.

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

Kim (2012) conducted a study to examine preservice teachers self-efficacy in teaching

children with disabilities to determine whether firsthand field experience in an inclusive setting
influences preservice teachers self-efficacy (p. 161). In this research study, 146 preservice
teachers were divided into two groups: those with firsthand experience at the inclusive Sunshine
Lab School (approx. 36%) and those without (approx. 64%) completed a self-report
questionnaire and a modified TSES. Kim states, The results revealed that the preservice
teachers with firsthand field experience (attendance) in an inclusive classroom perceived
themselves to be more efficacious than their counterparts. However, there were no significant
effects of time spent at the inclusive setting and courses taken (p. 161).
These articles touch on the amount of time spent in the field. The Atiles, Jones and Kim
(2012) article along with Kims other (2012) article titled The Effects of Inclusive-classroom
Experience on Early Childhood, seem to state that duration itself is not a large factor in teacher
efficacy with preservice teachers. Peebles and Mendaglios (2014b) article, however, talks about
the quality of the time spent. They say that the more time spent with direct experience is better
than time spent observing. I would like to see more studies done to see if the correlation between
field experience and preparedness is contingent on the amount of time spent, or the quality of the
time spent in the field. To add on top of that, I would like to know how much time should be
spent in the self-contained environment vs the inclusive environment.
Course Preparation
Bain and Hasio (2011), focus on the importance of authentic real world experience (p.
35) when teaching students with special needs. The course ART 4750/5750 Art and Special
Needs was created in May 2007 after discussions with recent art education graduates and local
art teachers (p. 35) who felt there was a lack of preparation in working with students with

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

special needs. Bain states, The overarching goal of this course was to help preservice students
gain the confidence and skills necessary for working with students with special needs through
authentic learning experiences provided by fieldwork (p. 35). The classes in which the
preservice teachers served had 5-12 students with special needs. Through writings, discussions,
personal communication and artwork Bain states, This authentic experience in local classrooms
helped these preservice students feel empowered toward working with children with special
needs (p. 39).
Peebles and Mendaglio (2014a) wrote an article about the Individual Direct Experience
Approach (IDEA) as an innovative approach to preparing teachers for inclusive classrooms.
The authors talk about other research on the subject of inclusion, and while it shows that
inclusion courses can help create more positive attitudes towards students with special needs, it
doesnt always translate into teachers feeling prepared to teach in an inclusive setting. The
primary objectives of IDEA are to develop practical inclusive teaching skills and to allay
preservice teachers anxieties regarding working with students with exceptional needs (p. 250251). IDEA is not just an inclusive course, but it also gives preservice teachers the opportunity to
work with students through field experience. Peebles states, IDEA allows preservice teachers to
experience direct interactions with a student with exceptional needs and to apply the knowledge
and skills learned from these interactions to make appropriate adaptations or modifications to
whole class lessons (p. 250).
Its great to know that there are schools creating field experience opportunities for
general education preservice teachers, however, there are not at many as I believe there should
be. I believe that it is important for general education preservice teachers who will be working

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

with students with special needs to have a class where they can have specific field experience
with this population. These two articles are great examples of where to start.
Attitudes toward Inclusion
Shillingford (2012) conducted a study to learn about preservice teachers knowledge of
emotional and behavioral disorders (EBD) and their sense of efficacy. The Teacher Self Efficacy
Scale (TSES) and Knowledge of Emotional and Behavioral Disorders questionnaire were given
to 230 undergraduate general education and special education preservice teachers. Results
showed that the preservice teachers had higher efficacy in instructional strategies, classroom
management, and instructional abilities than in student engagement. The study also showed that
field experiences, additional coursework, and familiarity with a child diagnosed with EBD had
no influence on their knowledge of EBD and self-efficacy (p. 83).
Swain, Nordness and Leader-Janssen (2012) conducted a study to examine the change in
preservice teachers beliefs and attitudes about inclusive practices following an introductory
special education course, paired with a 20-hour practicum experience observing and working
with students with disabilities in a variety of special education settings (p. 76). They used a
modified version of the Attitude Toward Inclusion Intrument survey. There was a total of 777
students between 2004 and 2008 who took both the presurvey and post survey. The results
showed significant positive change was the belief that general education classroom teachers
have the expertise to work with students with disabilities (p. 79). The results suggest that
preservice teacher perceptions can be positively impacted by observing and working in
inclusive schools with teachers who are effectively accommodating students with disabilities in
the general education setting (p. 80).

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

The Shillingford (2012) study was interesting because she stated that preservice teachers
had higher efficacy in classroom management and instructional strategies, but the field
experience and coursework didnt really increase their knowledge of EBD and thus didnt
increase their self-efficacy. Peebles and Mendaglio (2014a) article above along with Swain,
Nordness and Leader-Janssens surveys show more positive attitudes toward inclusion after
having field experience. Peebles and Mendaglio (2014a), however, stated that positive attitudes
dont necessarily translate into preparedness.
Conclusion
Overall, I found that adding field experience to coursework that focuses on inclusion and
students with special needs can only help prepare general preservice teachers for an inclusive
classroom. There were no studies that I found that showed that having field experience lowered
teachers self-efficacy, but instead had a positive effect. There still needs to be studies done on
the effects of field placement and duration of time spent in the different special education
settings.

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

References
Atiles, J. T., Jones, J. L., & Kim, H. (2012). Field Experience + Inclusive ECE Classrooms =
Increased Preservice Teacher Efficacy in Working with Students with Developmental
Delays or Disabilities. Educational Research Quarterly, 36(2), 62-85.
Bain, C., & Hasio, C. (2011). Authentic Learning Experience Prepares Preservice Students
to Teach Art to Children with Special Needs. Art Education, 64(2), 33-39.
Kim, H. J. (2012). The effects of inclusive-classroom experience on early childhood
preservice teachers self-efficacy. Asia-Pacific journal of research in early childhood
education, 6(1), 161-179.
Peebles, J., & Mendaglio, S. (2014a). Preparing Teachers for Inclusive Classrooms:
Introducing the Individual Direct Experience Approach. Inclusive Education: Socially
Just Perspectives and Practices, 245.
Peebles, J. L., & Mendaglio, S. (2014b). The Impact of Direct Experience on Preservice
Teachers; Self-Efficacy for Teaching in Inclusive Classrooms. International Journal Of
Inclusive Education, 18(12), 1321-1336.
Recchia, S. L., & Puig, V. I. (2011). Challenges and Inspirations: Student Teachers'
Experiences in Early Childhood Special Education Classrooms. Teacher Education And
Special Education, 34(2), 133-151.
Shillingford, S. (2012). Preservice teachers' self efficacy and knowledge of emotional and
behavioral disorders. Dissertation Abstracts International Section A, 73, 2021.
Swain, K. D., Nordness, P. D., & Leader-Janssen, E. M. (2012). Changes in Preservice
Teacher Attitudes toward Inclusion. Preventing School Failure, 56(2), 75-81.
VanWeelden, K., & Whipple, J. (2005). The effects of field experience on music

LITERATURE REVIEW: INCLUSION PREPARATION AND FIELD EXPERIENCE

education majors' perceptions of music instruction for secondary students with special
needs. Journal Of Music Teacher Education, 14(2), 62-69.

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