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Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know?

Abstract The purpose of this study was to examine the beliefs of preservice teachers concerning inclusive education for students with mild disabilities. Two hundred thirty-nine undergraduate and graduate students participated in the study. Data were collected using a survey instrument that questioned where preservice teachers believed that students with mild disabilities should receive educational services (general education or special education classrooms) and why they held that belief. Data analysis revealed that, while many preservice Teachers' responses indicated a positive attitude toward inclusive education, nearly half of the respondents believed the special education classroom to be the optimum placement for students with mild disabilities. Implications for teacher education programming are discussed.