Secondary Mathematics and Science Teachers Prepared for Inclusion

Abstract

Teachers often find themselves unprepared for inclusion, the practice of providing instruction and supports to students with disabilities in general education classrooms.  Research indicates many pre-service teachers have limited, if any, coursework to equip them with the necessary skills for inclusive classrooms.  This study examined preservice and in-service secondary mathematics and science teachers’ perceptions about the influence of special education coursework completed during a graduate level teacher preparation program.  Results indicate that special education coursework is both meaningful and useful with three themes related to the influence of the curriculum: personal transformation, pedagogical evolution, and relevancy.