Secondary Mathematics and Science Teachers Prepared for Inclusion

Teachers often find themselves unprepared for inclusion, the practice of providing instruction and supports to students with learning disabilities and related special needs in general education classrooms. Research indicates many pre-service teachers have limited, if any, coursework to equip them with the necessary skills for inclusive classrooms. This study examined preservice and in-service secondary mathematics and science teachers' perceptions of the influence of special education coursework during a graduate level teacher preparation program. Results indicate that special education coursework is both meaningful and useful within three elements related to the influence of the curriculum: personal transformation, pedagogical evolution, and relevancy.