1. PRE‐SERVICE TEACHERS AND THE MEANING OF INCLUSION

Abstract

The number of students with special education needs in the Canadian school system is estimated to range from 9 to 15% (Timmons, 2006). Within Canada, inclusive education means that students who are diverse learners attend their neighbourhood school with their same age peers where they are accepted, valued and made to feel they belong in regular classrooms and schools (Specht and Young, 2010). Research attests to the link among teachers’ knowledge, attitudes and beliefs about learning and inclusive education and their classroom practice (Jordan, Schwartz and McGhie-Richmond, 2009). Teachers are more willing to adopt inclusive teaching practices, those which promote greater equity in classrooms of diverse learners, when they are comfortable with the use of appropriate pedagogy and when they believe that all students can learn and should be included in heterogeneous classrooms. The challenge is to equip and empower teachers with the competence and confidence required to teach students in inclusive classrooms. University pre-service teacher education programmes are designed to begin to equip prospective teachers with these experiences (Ashman, 2010). Within the faculties of education that participated in this research study, pre-service teachers are required to undertake a course in special or inclusive education as part of their teacher education programme. This national study provided a cross-Canada snapshot of the beliefs about inclusion in pre-service teacher education programmes for the purpose of understanding whether or not our teacher education programmes are graduating teachers who believe that they possess the skills, knowledge and beliefs necessary to be successful in diverse and inclusive classrooms. The participants were 1490 pre-service teachers (385 Men; 11105 Women) from 11 Faculties of Education (Mage=25.9 years; SD=5.4). We report on their response to the question ‘what does inclusion mean to you’? This question was designed to be broad in order to elicit participants’ understanding of inclusion and to determine key ideas participants may be deriving from their teacher education programmes. A content analysis approach was employed. This involved coding statements based on key concepts, clustering the concepts into themes and revisiting the themes to further refine them (Fiese and Bickham, 1998). The first major theme reflected pre-service teacher beliefs and attitudes towards inclusion. They indicated that inclusion was a ‘right’ for all students and that students should have the opportunity to be successful. They also expressed doubt in their own ability, in the concept of inclusion, and whether or not all students are capable of being included. The second major theme concerned creating an environment that is conducive to and supportive of inclusion. The subthemes reflected the need to create a welcoming and positive space, the responsibility of the teacher to instruct in ways that recognise and support students and the recognition that others are involved in providing support for students. Instructional approaches and strategies that have developed from understanding and addressing the needs of students with special education needs (i.e., Universal Design for Learning, Differentiated Instruction, assistive and instructional technology and collaborative practice) serve all students. Incorporating these approaches and strategies in an intentional, holistic manner into all curricular coursework in pre-service teacher education programmes may further support pre-service teachers’ understanding that inclusion is about all students. Increasing the opportunities that pre-service teachers have to apply these teaching approaches may improve their skills and confidence and optimally prepare them for inclusive classrooms and counter the perception and belief that inclusion cannot be accomplished or that it is a passing educational fad. The author reports no conflict of interest.