Published:
Jan. 20, 2011
Source: Asia-Pacific Journal of Teacher Education, Volume 39, Issue 1, 2011, pages 17-32.
The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice.
The article describes a study that evaluated pre-service teachers' perceptions regarding their preparedness for inclusion.
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.