Preparing Pre-Service Teachers to Teach in Inclusive Classrooms: An Examination of Variables Affecting the Enactment of Inclusive Practices

Students with varying individual learning needs are increasingly being included in classrooms. This research focused on how universities prepare pre-service teachers for inclusion. The participants completed questionnaires and were observed in the classroom. Participants who completed the subject were better prepared to teach in inclusive classrooms. Also, participants who were co-taught by university academics and school teachers appeared to be even better prepared. The research provided a useful framework to examine teacher preparedness for inclusive classrooms that may be useful for teacher educators in Australia and other countries.