The Best of School Systems, yet Lowest for Inclusion: Does Insufficient General Educator Preparation Make an Impact?

Abstract

This article examines the unique situation of New Jersey Public Schools being ranked the best in the nation while simultaneously being ranked the worst in the nation for inclusion of students with disabilities. An examination of the legal and theoretical underpinnings of inclusion is presented, followed by a review of current research in general teacher preparation, and an examination of a sample of state university teacher preparation programs. Implications and suggestions are provided.

Keywords:

• Inclusion
• teacher preparation
• teacher perspectives
• IEPs