Date of Award
Spring 2026
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Leigh D’Amico
Abstract
This action research study investigated the perspectives of general education majors and practicing educators regarding their preparedness to teach students with disabilities in inclusive classroom settings. Recognizing the increasing expectation for general educators to serve learners with diverse needs, this study sought to identify current levels of knowledge, confidence, and perceived readiness, and to generate data driven recommendations for improving teacher preparation. A mixed methods design was employed; numerical data was collected through survey instruments administered to practicing educators and undergraduate pre-service teachers to measure attitudes, knowledge, and self-reported levels of preparedness across areas such as instructional differentiation, implementation of accommodations and modifications, and familiarity with disability law and eligibility categories. Complementing this, qualitative data was gathered through open-ended survey responses, allowing participants to articulate concerns and perceived barriers to effective inclusion practice. Additionally, a systematic document review was conducted across a representative set of general education teacher preparation programs. This review examined the extent to which disability related content and terminology was embedded in required coursework. The analysis sought to determine how program structures reflect integration of special education principles into general education pathways, or whether such content remained peripheral.
Findings revealed consistent patterns of hesitancy among educators related to both knowledge and instructional skill, alongside perceptions of overwhelm associated with the workload of inclusive teaching. A subset of participants expressed reluctance toward inclusion, citing beliefs that students with disabilities might be better served in separate classrooms or a lack of desire to teach students with disabilities altogether. The document review reinforced these findings, revealing limited and inconsistent inclusion of disability-related coursework within general education teacher preparation curricula.
The significance of this study lies in the potential to inform programmatic change. By identifying gaps in knowledge, skill, and disposition, the findings provide a foundation for embedding comprehensive disability-related content into general education teacher preparation programs. This work contributes to efforts to ensure that general education teachers are equipped to cultivate supportive and inclusive learning environments that meet the needs of all students.
Rights
© 2026, Michelle Lynn McAskin
Recommended Citation
McAskin, M. L.(2026). Bridging the Gap: Enhancing the Preparedness Of General Education Majors to Inclusively Teach Students With Disabilities. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8844