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ABSTRACT
This study contributes to the international conversation about the education for students with disabilities at the secondary level by providing some international data about secondary teachers’ training and experiences with inclusive practices. Teacher leaders from 20 different countries participated in this exploratory survey research about the context in which they work, their experiences and their training as related to their efficacy to educate individuals with disabilities. We acknowledge that efficacy and teacher training for inclusion are predominated by a discourse defined through Western best practice. We learned that despite variations in the countries’ concept of disability and their implementation of inclusive educational systems, the teachers had moderately high self-efficacy for inclusive practices yet had limited training and experience with students with special needs. Results are discussed in relation to the preparation of secondary teachers for educating students with special needs.
Acknowledgements
The authors wish to acknowledge Alex Walecka for his help preparing tables and references for this manuscript.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Laura Boynton Hauerwas is an Associate Professor of Elementary Special Education at Providence College. Her research interests are in special education, language and literacy, and internationalisation of teacher education.
Jennifer Mahon is an Associate Professor of Secondary Education at University of Nevada, Reno. Her research interests are intercultural sensitivity development, internationalisation of teacher education, global competency, and international teaching.