Secondary Pre-Service Teachers Knowledge and Self-Efficacy in Relation to Teaching Students with Disabilities

With the passage of Individuals with Disabilities Education Act and each reauthorization, more students with disabilities are receiving their education in inclusive classrooms. It is critical that teachers have special education knowledge to deliver content using differentiation to all students. Until recently, a medium sized public institution in Midwest United States did not include special education courses in their Teacher Education Preparation program for secondary pre-service teacher candidates. This has recently changed and led to question whether the addition of a special education course’s effect upon special education knowledge and self-efficacy in teaching students with disabilities in an inclusive classroom.