General education teachers' knowledge of, training in, attitudes toward, and self-efficacy in implementing inclusive practices

There are approximately 6.6 million students with Individualized Education Plans (IEPs) being educated in the US (USDOE, NCES, 2017). Approximately 95% of, or 6.3 million, students with IEPs are enrolled in at least one general education class, and 62% of, or 4.1 million, students with IEPs are in general education for 80% or more of their school day (USDOE, NCES, 2016). However, general education teachers may not receive training in inclusive practices and special education (Buford & Casey, 2012). Consequently, general education teachers may also have inadequate knowledge about special education laws, negative attitudes toward inclusion, and low self-efficacy around implementing inclusive practices (Avramidis, Bayliss, & Burden, 2000; Lancaster & Bain, 2007; Lancaster & Bain, 2010; Leyser, Zeiger, & Romi, 2011; O’Connor, Yasik, & Horner, 2016; Schimmel & Militello, 2007). The purpose of this study was to examine general education teachers’ training in special education and inclusive practices, knowledge of special education laws, attitudes toward inclusion, and self-efficacy in implementing inclusive practices. The author hypothesized that training in inclusive practices and special education, knowledge of special education laws, and attitudes toward inclusion would predict self-efficacy in implementing inclusive practices. General education teachers were anonymously surveyed online about each of these areas. Participants were gathered through opportunity and snowball sampling. The final sample consisted of 93 general education teachers. Data were analyzed using descriptive statistics, linear regression, and multiple regression. Results indicated that only attitudes toward inclusion was a significant predictor for self-efficacy in implementing inclusive practices.Psy.D.Includes bibliographical reference