How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State

Abstract

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.