Do Graduate Teacher Education Programs Change Teachers’ Attitudes Toward Inclusion and Efficacy Beliefs?

Abstract

ABSTRACTThis study compared changes in attitudes toward inclusion and efficacy of 98 general and 76 special education students completing their master’s degree. Data were collected at the beginning of the program, at the end of the first semester—upon completion of an Introduction to Inclusion course—and at the end of the program. Results indicated that, though attitudes toward inclusion became significantly more positive among special education students throughout the program, general education students’ attitudes became significantly more positive only after completion of the inclusion course but later significantly regressed. These findings support those of other studies that demonstrate improvements of attitudes after one course. Efficacy scores followed a similar pattern for general and special education students with significant increases from the beginning to the end of the program. Implications for elementary education programs for general educators are discussed, taking into account that all teachers should be prepared to teach all students.