High School General Education Teachers’ Perceptions of Students with Significant Disabilities in Inclusive Settings

Abstract

Thanks to legislation that supports inclusion of students with significant disabilities in general education, general education teachers need to have appropriate knowledge, training, and self-efficacy in order to work successfully with these students in their classrooms. In this study, a survey of high school general education teachers investigated their perceived knowledge and capabilities specifically related to teaching students with significant disabilities. A range of subject areas, years of experience, and educational/training attained were surveyed. The findings support existing, recent research in highlighting the challenges of securing a high-quality inclusive learning experience for students with significant disabilities. Implications include the need for training and experience in special education topics for general education teachers to support their ability to teach students with significant disabilities in inclusive settings.