"Do I really need a course to learn to teach students with disabilities? I've been doing it for years"

Laura Sokal, Umesh Sharma

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

A quantitative study was conducted to compare the attitudes, efficacy, and concerns about inclusive education within three groups of teachers in Manitoba, Canada (N = 191). The three groups included pre-service teachers with coursework about inclusive education, but limited experience in inclusive settings; in-service teachers with experiences in inclusive settings, but no coursework about inclusion; and in-service teachers with inclusive teaching experiences as well as coursework about inclusion. Analysis of variance revealed significant differences between the groups in all three dependent variables and supported the importance of coursework, even for experienced teachers. Subsequent regression analysis demonstrated that experiences and course work contributed differentially to the development of attitudes, concerns, and efficacy for inclusive teaching in pre-service and in-service teachers. Implications on both in-service and pre-service teacher education are discussed.

Original languageEnglish
Pages (from-to)739-760
Number of pages22
JournalCanadian Journal of Education
Volume40
Issue number4
Publication statusPublished - 2017

Keywords

  • Attitudes
  • Concerns
  • Efficacy
  • In-service
  • Inclusion
  • Pre-service

Cite this

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"Do I really need a course to learn to teach students with disabilities? I've been doing it for years". / Sokal, Laura; Sharma, Umesh.

In: Canadian Journal of Education, Vol. 40, No. 4, 2017, p. 739-760.

Research output: Contribution to journalArticleResearchpeer-review

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