Teaching the Teachers: A Study of Perceived Professional Development Needs of Educators to Enhance Positive Attitudes toward Inclusive Practices

In recent years, inclusive practices have been widely promoted in educational settings, leading to an increased number of students with disabilities, particularly those with learning disabilities, being served in general education classrooms. While inclusion can be highly beneficial, many students are placed with teachers who have little or no training in inclusive practices. This study aimed to determine educators’ perceptions of inclusion and to identify specific professional development needs of both general and special education teachers in one elementary school in the United States.