Measuring Effective Teacher Preparation for Inclusion

Abstract

This chapter will provide an overview of the types of concerns that are evident in the research literature regarding how well teachers are prepared to teach in inclusive classrooms citing both preservice education and in-service professional development/learning. It will present an overview of the measurements that have been used to measure teachers’ perceptions of preparedness for inclusive environments and the use of surveys to assess attitudes, beliefs, and values. The chapter will conclude with a discussion regarding measuring teachers’ perceptions to inform/improve teacher preparation efforts/policies/practices and what needs to be done to improve teacher preparation for inclusive education.

Citation

Copfer, S. and Specht, J. (2014), "Measuring Effective Teacher Preparation for Inclusion", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 93-113. https://doi.org/10.1108/S1479-363620140000003021