Analysis of Effective Educator Competencies in Inclusive Environments

Practicing educators in ten elementary and secondary schools were surveyed to identify the competencies needed by teachers and administrators working in inclusion settings. The most highly rated competency for both teachers and administrators was collaboration. Flexibility also was considered an important competency for all educators. Other notable teacher competencies addressed classroom practices and student knowledge. Other significant administrator competencies emphasized staff development and efforts to encourage inclusion. Responses to the survey indicated a need for professional development programs to provide multiple field experiences and university classroom opportunities for interaction and shared experiences across the disciplines of general and special education.