Improving Middle and Secondary Teacher Preparation for Inclusion: First Lessons Planned, Lessons Learned

Abstract

In the US, most students with disabilities are fully included; that is, 80% or more of their education takes place in general education classrooms. Middle and secondary teachers generally feel unprepared to teach students with disabilities and other learning vulnerabilities, especially as they are just entering the field. Changes in curriculum, instructional methods and field-based practical experiences in a training program in a state with high rates of student with special needs, and other learning differences and vulnerabilities are described. Results of the culminating assignment, Differentiated Lessons incorporating Universal Design for Learning principles and evidence-based strategies suggest that expectations for student learner outcomes were met; however, there is room for improvement. Crosscurriculum exemplars are provided. Next steps including planned adjustments to narrow the teacher preparation versus reality gap are discussed.