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Although progress has been made in advancing equity agendas of access, participation, and academic achievement for individuals with disabilities within inclusive settings, few would deny that significant work remains. As such, this chapter offers a historical perspective on the inclusion movement, provides an overview of the extent to which the United States educational system is inclusive, and reviews the literature specific to teacher efficacy beliefs regarding inclusion. The chapter discusses the roles of general education teachers, special education teachers, bilingual teachers, and career and transition teachers within inclusive settings and concludes with strategies that teacher preparation programs can implement to ensure inclusion is a reality for students who are currently in segregated settings.

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Inclusion Continues to Be an Elusive Concept Instead of Reality for Many of Our Multilingual Students and Students with Extensive Support Needs

  • 工具书词条

  • 发表日期：

    2025年

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  • Kate Esposito,
  • Kai Greene,
  • Jenny C. Chiappe

摘要

Although progress has been made in advancing equity agendas of access, participation, and academic achievement for individuals with disabilities within inclusive settings, few would deny that significant work remains. As such, this chapter offers a historical perspective on the inclusion movement, provides an overview of the extent to which the United States educational system is inclusive, and reviews the literature specific to teacher efficacy beliefs regarding inclusion. The chapter discusses the roles of general education teachers, special education teachers, bilingual teachers, and career and transition teachers within inclusive settings and concludes with strategies that teacher preparation programs can implement to ensure inclusion is a reality for students who are currently in segregated settings.