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ERIC Number: EJ1166632
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1918-5979
"Do I Really Need a Course to Learn to Teach Students with Disabilities? I've Been Doing It for Years"
Sokal, Laura; Sharma, Umesh
Canadian Journal of Education, v40 n4 2017
A quantitative study was conducted to compare the attitudes, efficacy, and concerns about inclusive education within three groups of teachers in Manitoba, Canada (N = 191). The three groups included pre-service teachers with coursework about inclusive education, but limited experience in inclusive settings; in-service teachers with experiences in inclusive settings, but no coursework about inclusion; and in-service teachers with inclusive teaching experiences as well as coursework about inclusion. Analysis of variance revealed significant differences between the groups in all three dependent variables and supported the importance of coursework, even for experienced teachers. Subsequent regression analysis demonstrated that experiences and course work contributed differentially to the development of attitudes, concerns, and efficacy for inclusive teaching in pre-service and in-service teachers. Implications on both in-service and pre-service teacher education are discussed.
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A