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dc.contributor.authorKurth, Jennifer A.
dc.contributor.authorZagona, Alison L.
dc.contributor.authorMacFarland, Stephanie Z.C.
dc.date.accessioned2020-01-24T15:17:49Z
dc.date.available2020-01-24T15:17:49Z
dc.date.issued2017
dc.identifier.citationZagona, A. L., Kurth, J. A., & MacFarland, S. Z. C. (2017). Teachers' views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40, 163-178. doi:10.1177/0888406417692969en_US
dc.identifier.urihttp://hdl.handle.net/1808/29910
dc.description.abstractThere is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate skills associated with inclusive education and collaboration and identify the factors that may contribute to their preparation. There was a relationship between educators’ preparedness for inclusive education and whether they have taken university courses or had special training on inclusive education. Analysis of interviews with a subset of participants supported this finding and provided a deeper understanding of the educators’ preparation and experiences in implementing inclusive practices for students with significant disabilities.en_US
dc.subjectinclusive educationen_US
dc.subjectinclusionen_US
dc.subjectcollaborationen_US
dc.subjectteacher preparationen_US
dc.titleTeachers’ Views of their Preparation for Inclusive Education and Collaborationen_US
dc.typeArticleen_US
kusw.kuauthorKurth, Jennifer A.
kusw.kudepartmentSpecial Educationen_US
dc.identifier.doi10.1177/0888406417692969en_US
dc.identifier.orcidhttps://orcid.org/0000-0002-5947-7642en_US
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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