Teachers’ beliefs about students with special needs and inclusion

Mary Theresa Kiely, Mary T. Brownell, Alexandra A. Lauterbach, Amber E. Benedict

Research output: Chapter in Book/Report/Conference proceedingChapter

15 Scopus citations

Abstract

The majority of students with special needs or disabilities (SWDs) spend most of their school days in general education classrooms (U.S. Department of Education, 2012). Successful inclusion of SWDs in general education classrooms is dependent, therefore, on both general and special education teachers’ knowledge, skills, and collaboration (Brownell et al., 2012). Teachers, however, may hold different beliefs about how to support included students. SWDs may require more and different kinds of support than other students (Fuchs, Fuchs, & Compton, 2012); whether they get this support often depends on the individual teacher and, likely, the teacher’s beliefs (Jordan, Glenn, & McGhie-Richmond, 2010).

Original languageEnglish (US)
Title of host publicationInternational Handbook of Research on Teachers' Beliefs
PublisherTaylor and Francis
Pages475-491
Number of pages17
ISBN (Electronic)9781136265839
ISBN (Print)9780415539227
DOIs
StatePublished - Jan 1 2014
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

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