Practice-Based Educational Research: Void of Special Education Inclusion and Schlossberg's Transition Model Among Pre-Service Teachers

Background

Inclusion continues to be a problem as new teachers entering the field are not prepared to provide education to the students with intellectual disabilities (Urton et al., 2014). Students entering the college of education feel the program is going to provide the best programs, training, and curriculum. The lack of supports and training at the universities for all students, new teachers coming into a career not fully prepared and trained for an inclusive classroom. Incoming teachers are obtaining an education to become teachers in their respective fields and want to be prepared for their career. University programs need to be aware of potential inclusion based classrooms for these new teachers, and the university needs to provide the necessary training about the individuals that may be in their respective classroom (Baker et al., 2012). The problem then turns into negative perceptions towards individuals with intellectual disabilities. When new teachers turn to their peers in the special education department, the support may not be available to them as special education teachers have more duties and responsibilities than general education teachers (Williams & Dikes, 2015). Inclusion continues to seldom be practiced throughout America, and a change is in order. While teachers continue to lack resources, successful classrooms also have rules that must be followed and routines that are integrated into the schedule and program environment, and that promotes the student success.