The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behaviours. The alpha coefficient for the total scale was 0.89. Alpha coefficients for the three factors ranged from 0.85 to 0.93. Reliability analysis for the total scale as well as factors for each country suggested that the scale provides a reliable measure of pre-service teacher perceptions of self-efficacy for inclusion across different countries.

Measuring teacher efficacy to implement inclusive practices

The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes. As universities re-evaluate their teacher preparation courses, a range of pertinent issues are identified that require consideration.

Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.

Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs

This study concentrates on the work of special education teachers in mainstream education in Finland, where these professionals work with children from various classes, usually in a separate room. The research reported in this article by Marjatta Takala of the University of Helsinki, Raija Pirttimaa of the University of Oulu and Minna Tormanen, who is studying for her PhD at the University of Helsinki, involved sending a questionnaire to 133 special education teachers and undertaking observations. The work of the special education teachers was revealed to consist of three elements: teaching, consulting and background work. Teaching, often focusing on giving support to children who had challenges in the main academic subjects, was realised in small groups, in co-operative or individual settings. Consultation mainly concerned co-operation and discussion. Behavioural challenges needed a targeted approach. The main problems experienced by the teachers were the lack of time for consultation and co-operation, an unclear work profile and too much work. The work of special education teachers was partly inclusive, but also entailed segregative elements. The authors discuss the potential for promoting further steps towards inclusion as well as possible changes in organising special educational provision at school level.

RESEARCH SECTION: Inclusive special education: the role of special education teachers in Finland

Inclusive education is defined as educating students with disabilities in general education programmes with their non‐disabled peers. In order to create a successful learning environment for all children, general and special educators must be responsive to all students’ needs. Although inclusive education practices were developed over 15 years ago, some educators may be unwilling or unprepared to employ this model. A total of 546 teachers from 54 schools in southern New Jersey in the United States completed surveys to determine whether they displayed the dispositions, knowledge and skills necessary to implement inclusive education. Results of the surveys were analysed to determine whether significant differences in attitude and skill levels exist between special and general educators and the impact of their years of teaching on their readiness for inclusion. The analysis yielded an agreement that children with disabilities profit from interactions with non‐disabled peers. Although special educators appear...

Creating a learning environment for all children: are teachers able and willing?

This is an ESCalate development project led by Eileen Winter of Queen's University, Belfast. This project is both investigative and comparative in nature. It is specific to the N. Ireland context, and an extension of a similar project undertaken by the proposer at the Ontario Institute for Studies in Education, University of Toronto, Canada (2002-2003). It will allow for cross-jurisdictional comparisons in relation to preparing teachers for inclusive classrooms. It has long been recognised that new teachers are apprehensive about their ability to teach students with special educational needs (SEN), and have found their preparation for inclusive classrooms inadequate at best (Garner, 1996; Dwyfor Davis a Garner, 1997). The project will produce evidence of the current status of SEN in Initial Teacher Education in N. Ireland. Findings will draw from the experiences of current practitioners to establish guidelines for good practice in preparing teachers for inclusive settings. Findings will be compared with the Ontario study and, where appropriate, will be amalgamated into a set of recommendations pertinent in both jurisdictions. It includes a final project report

Preparing new teachers for inclusive schools and classrooms.

This paper reports on a teaching innovation where groups of experienced and novice teachers collaborated in analyzing case studies involving the education of students with special learning needs. The teachers collaborated in an asynchronous computer conferencing system (Web Knowledge Forum). All participants were enrolled in special education graduate courses taught by the authors. The authors discuss the use of case studies in teacher education, collaboration between novice and expert teachers, and highlight some of the demands of computer conferencing particularly in relation to the loss of face-to-face interactions and the interpretive demands of electronic communication.

Eileen C. Winter

Papers

Preparing new teachers for inclusive schools and classrooms.

Using Computer Conferencing and Case Studies to Enable Collaboration Between Expert and Novice Teachers