Preparing Teachers for Inclusive Classrooms:

Introducing the Individual Direct Experience Approach

Jodi Peebles, University of Alberta
Sal Mendaglio, University of Calgary

ABSTRACT
Inclusion is a contemporary educational movement impacting the role of the classroom
teacher. As a result, teacher education programs have made attempts to incorporate
inclusive education as part of their curricula. An analysis of the literature reveals that
inclusion training has favorable effects on the attitudes of preservice teachers, but
has little effect on their perceptions of preparedness to teach in inclusive classrooms.
A common complaint is that the focus is heavily weighted on theory, as opposed to
practical experience. To address such concerns, the authors recommend the Individual
Direct Experience Approach (IDEA) as an innovative approach to preparing teachers for
inclusive classrooms.

Introduction

W
ith social justice at the international forefront of educational agendas,
the inclusion of students with exceptionalities in the general education
classroom has propelled a worldwide political and philosophical movement.
In an inclusive model, students with exceptional needs are educated alongside their
peers in the general classroom as the first placement option to be considered. The
inclusion movement is an impetus for change, not only in educational policies, but
also in the role and expectations of the classroom teacher. Inclusion has a tremendous
impact on general classroom teachers as they are increasingly faced with the challenge
of meeting a wide range of student needs through inclusive practices. More than ever

LEARNing Landscapes | Vol. 7, No. 2, Spring 2014 | 245

 Jodi Peebles and Sal Mendaglio

before, classroom teachers are required to understand a multitude of exceptionalities,

manage a diverse classroom, implement differentiated instructional strategies, and
make appropriate accommodations for individual needs. Not surprisingly, it has been
found that the general classroom teacher has a profound impact on the success of
inclusive education (Forlin, Loreman, Sharma, & Earle, 2009; Winzer & Mazurek, 2011);
therefore, teacher preparation for inclusion is critical.

In response to the inclusion movement, post-secondary institutions have

recognized their role in preparing preservice teachers with the knowledge, skills,
and attitudes to successfully manage diverse groups of learners (Ashan, Sharma,
& Deppeler, 2012; Lancaster & Bain, 2010). There is an urgent need to equip teachers
to work in diverse settings, and it is evident that most post-secondary institutions
offer some form of inclusion training as part of their teacher preparation program.
The following section outlines a selection of research, and captures recurring themes
based on a comprehensive review of the current literature surrounding approaches to
inclusion training.

The Impact of Inclusion Training

Preservice Teacher Attitudes
There is much evidence that inclusion training has a positive impact on preservice
teachers’ attitudes toward inclusion. Sze (2009) conducted an international review of
the research in this area and determined that teacher education for inclusion brought
an awareness of exceptionalities, which formed positive attitudes in preservice teachers
toward inclusion. Additional research studies support these findings. For example,
Sharma, Forlin, and Loreman (2008) conducted a large study with participants from five
post-secondary institutions located in Canada, Hong Kong, Australia, and Singapore.
The results found that single unit courses and infused approaches, where inclusion
training is included in all course work, were both effective for espousing positive
changes in attitudes. Kim’s (2011) study also demonstrated increases in positive attitudes
from both single-unit courses and an infused approach. Swain, Nordness, and Leader-
Janssen’s (2012) study found that a special education course, paired with 24 hours
of field experience, significantly influenced positive attitude changes in preservice
teachers. Lambe’s (2007) study examined the changes in preservice teachers’ attitudes
after completing a post-graduate diploma in education in conjunction with a field
experience. The results indicated that the program had a positive effect on preservice
teachers’ attitudes for teaching in inclusive settings and that the positive attitudes

246 | LEARNing Landscapes | Vol. 7, No. 2, Spring 2014

 Preparing Teachers for Inclusive Classrooms:
Introducing the Individual Direct Experience Approach

significantly increased after the field experience component. A study conducted by

Boling (2007) provided an in-depth description of one preservice teacher’s change in
attitude towards inclusion as she participated in an inclusion course combined with field
experiences. At the onset of the study, the participant expressed feelings of confusion,
concern, nervousness, and generally struggled with the idea of inclusion. A key turning
point for her positive change in attitude was her field experience component, which
allowed her to interact with students with various exceptionalities.

Based on a comprehensive analysis of the literature, there is a vast amount of

research on the impact that inclusion training has on preservice teacher attitudes and a
general consensus in the field that teachers feel positively about the idea of inclusion.

Perceptions of Preparedness
While positive attitudes may be able to transcend philosophical barriers to inclusion,
they may not always translate into feeling prepared for the reality of inclusive teaching.
For example, a review conducted by Avramidis and Norwich (2002) concluded that
although most teachers held positive attitudes toward inclusion, teachers did not feel
prepared for teaching students with exceptional needs, especially in the case of students
with severe learning difficulties and behavioral/emotional disorders. A qualitative study
conducted by Fayez, Dababneh, and Jumiaan (2011) reported that preservice teachers
held strong and positive attitudes about the philosophy of inclusion as an entitlement
of children with special needs. However, when asked about their preparedness to
implement inclusion, the participants felt their mandatory inclusion course, while
adding to their knowledge base, only provided a very narrow understanding of practical
skills. Another qualitative study found that a single-unit course on inclusion positively
changed preservice teachers’ perceptions about inclusion; however, participants
overwhelmingly indicated that they still required additional knowledge and skills in
order to “operationalize their changed perceptions and beliefs” (McCray & McHatton,
2011, p. 149). Hodkinson’s (2006) study found similar findings and concluded that first-
year teachers felt their preservice training provided them with a good understanding
of the theory of inclusive education, however their understanding of the practical
delivery was limited. Moore-Hayes’ (2008) study reported that preservice teachers cited
the need for more preparation and experience in order to feel prepared for working
with students with exceptional needs. Additionally, in a study conducted by Forlin and
Chambers (2011), the researchers discovered that a unit of study in inclusive education
increased preservice teachers’ knowledge and their confidence as teachers. In contrast,
it also increased their levels of stress in teaching students with disabilities.

LEARNing Landscapes | Vol. 7, No. 2, Spring 2014 | 247

 Jodi Peebles and Sal Mendaglio

Conclusions Drawn From the Literature Reviewed

The selection of reviews and empirical studies provide evidence that while teacher
training for inclusion develops positive attitudes and theoretical knowledge, the lack
of practical skill development and exposure to students with exceptional needs have a
negative impact on perceptions of preparedness.

These findings should be of concern for teacher educators. Although positive

attitudes can create the right climate for inclusion, it is not sufficient for preparing
future teachers for the realities of inclusive teaching. Burton and Pace (2009) suggested
that having positive attitudes cannot compensate for insufficient preparation, while
Lancaster and Bain (2010) concurred that a sense of preparation is not contingent on
attitudes alone, but that preservice teachers must also feel they have the strategies and
the capability to execute the necessary practices.

From this investigation it can be substantiated that there are obvious gaps in teacher
preparation programs. Teacher educators should view these gaps as a major roadblock
to advancing the actualization of inclusion at the very basic level: the general education
classroom. To ensure a better match between teacher preparation and the realities of
inclusive classrooms, changes to the current approaches are necessary and critical.
Based on our review of literature and experience as teacher educators, we conclude that
adding authentic practical experiences to the existing courses in inclusion will benefit
preservice teachers. Practical supervised experiences will add a sense of preparedness
to their positive attitudes toward teaching in inclusive classrooms.

Recommendations: Experience and Education

As a preamble to proposing a recommendation for teacher education for inclusion,
it is useful to consider and discuss the meaning of experience and education. Decades
ago, renowned philosopher, John Dewey (1938) defined traditional education as one
that relies on bodies of knowledge that have been worked out in the past, and the
chief business of teachers and schools is to transmit this information to novice learners.
In traditional education, the focus of curricula design is on content and subject, and
teachers are the knowing agents of the content while students are the receptacles for
which to store this information. The information is taught as a static, finished product.
According to Dewey, traditional education is critiqued for its imposition and funneling
of adult knowledge on less experienced learners, resulting in a gulf between the

248 | LEARNing Landscapes | Vol. 7, No. 2, Spring 2014

 Preparing Teachers for Inclusive Classrooms:
Introducing the Individual Direct Experience Approach

knowledge the teacher holds and the lived experience of the novice learner. This gulf
is described as being so wide that “the very situation forbids much active participation
by pupils in the development of what is taught” (Dewey, 1938, p. 19). Oddly enough,
over 70 years later, this concept parallels the current concern in teacher education
for inclusion.

Dewey (1938) attempted to explain what constitutes a “new,” progressive education

in a positive and constructive manner, rather than simply rejecting the traditional
education. Dewey asserted that amid all uncertainties, one permanent frame of
reference exists: the organic connection between education and personal experience.
Therefore, Dewey’s progressive education is centered on students acquiring knowledge
from within and from experience, rather than from the outside through texts and
teachers. This is not to reject teachers and theoretical knowledge (Dewey, 1904); the
critique here lies in the process of transmission and the focus on the past rather than the
present. Progressive education explains how a learner can translate static knowledge
from the past into a potent instrument for the present through experience. In other
words, experience closes the gap between the archived past and the living present—
essentially it negotiates and narrows the gap between theory and practice.

This concept can be useful for designing programs for teacher education. We
recommend that in preparing teachers for inclusive classrooms, teacher education
programs should incorporate opportunities for direct experiences with students who
have exceptional needs during field experiences. A recent study gathered opinions
from 124 faculty members across the United States, where the majority considered
field experiences to be a leading example in teacher training for inclusion (Harvey,
Yssel, Bauserman, & Merbler, 2010). Not only is this the opinion of faculty members,
but research also demonstrated that when teachers were asked about their most
preferred methods of preparation for teaching diverse learners, they suggested that
direct teaching experiences with students with special needs was favored (Avramidis &
Norwich, 2002; Jobling & Moni, 2004). One study of early childhood preservice teachers
found that inclusive settings for field experiences could link inclusive coursework
and fieldwork (Voss & Bufkin, 2011). Moreover, Rose and Garner (2010) stressed the
importance of practical, school-based experiences as an addition to the theoretical
base of university inclusion courses. In fact, one of the leading researchers in this
area argued that field experience opportunities and direct contact with students
with special needs may be the “only meaningful solution” (Loreman, 2010) to improve
inclusion training.

LEARNing Landscapes | Vol. 7, No. 2, Spring 2014 | 249

 Jodi Peebles and Sal Mendaglio

However, some caution and careful consideration should be put forth given that field
experiences do not always offer the optimum environment for practicing inclusive skills.
For example, Jobling and Moni’s (2004) study revealed that some participants felt they
had limited contact with the special-needs students during their practicum because
they “always had an aide with them” (p. 13). Also, Atay (2007) postulated that not every
practicum setting is a model of good practice and that factors and experiences vary
greatly. Yet another study suggested that placement schools should have a sufficient
number of students with exceptional needs in their schools, as criterion for selection,
in order to ensure more interactions and hands-on experience for preservice teachers
(Lombardi & Hunka, 2001). However, it was also recognized that it is often the case that
the number of schools offering field experience placements is insufficient, leaving
universities with little choice. Our own experiences as teacher educators confirm that
when field experiences do not include specific guidelines for working with students
with exceptional needs, preservice teachers often have limited exposure to—and
practice with—these students.

A solution to this issue may be to develop a more systematic and consistent

approach to field experiences through well-structured, meaningful expectations. Such
an approach may ensure that preservice teachers are realizing the full potential of
the field experience as a training opportunity for inclusion. One such approach is the
Individual Direct Experience Approach.

Individual Direct Experience Approach

The Individual Direct Experience Approach (IDEA) was developed by the first author,
through her work with preservice teachers, as a systematic, meaningful approach to
teacher preparation for inclusion (see Figure 1). IDEA is designed to be implemented
during a preservice teacher’s field experience, ideally an extended field experience
of six to 12 weeks. It consists of having preservice teachers work individually and
directly with one student with exceptional needs, as a living case study, throughout
the duration of their field experience. Essentially, IDEA allows preservice teachers to
experience direct interactions with a student with exceptional needs and to apply the
knowledge and skills learned from these interactions to make appropriate adaptations
or modifications to whole class lessons. This scaffolded process allows preservice
teachers to understand the “how” and “why” of differentiating instruction and make
accommodations for exceptional learners. The primary objectives of IDEA are to
develop practical inclusive teaching skills and to allay preservice teachers’ anxieties
regarding working with students with exceptional needs. The specific expectations of

250 | LEARNing Landscapes | Vol. 7, No. 2, Spring 2014

 Preparing Teachers for Inclusive Classrooms:
Introducing the Individual Direct Experience Approach

IDEA are presented below, and an illustrative example will demonstrate the application
of IDEA to a field experience.

Fig. 1: Individual direct experience approach for teacher

preparation for inclusion

Expectations of IDEA
IDEA requires preservice teachers to choose one student with exceptional needs
from their classroom placement as a “living case study” during their field experience.
The criteria for selecting students are that they have unique educational needs and
require differentiated instruction or other forms of adaptations or modifications. It is
certain that in every classroom at least one student can be identified, in consultation
with the mentor teacher, as an appropriate living case for IDEA. After the living case
is established, the preservice teacher is expected to fully and deeply understand the
individual education plan (IEP) and/or the learning profile of this student, including
prior educational experiences and assessment. Preservice teachers are also required
to research the student’s exceptionality and communicate with the student’s teacher,
teacher assistant, parents, and other members of the school support team in order to
have a global understanding of the student. Following this background research, the
key expectation is for the preservice teacher to engage in individual, direct experiences
with the student for the duration of his or her field experience. A recommended
frequency of the interactions would be two to three times per week for 15- to 30-minute
sessions. Examples of interactions include guided literacy, individual conferencing, and

LEARNing Landscapes | Vol. 7, No. 2, Spring 2014 | 251

 Jodi Peebles and Sal Mendaglio

direct instruction. Preservice teachers will keep a descriptive log and journal describing
the direct experience interactions. Journal entries should include reflections about
what works, what does not, and how the student learns best. There should also be
opportunities for collaboration with the mentor teacher, university facilitator, and
with other colleagues and preservice teachers. With IDEA, preservice teachers will
be expected to plan and teach whole-class lessons up to a maximum of 80% of the
instructional day in order to provide time for the individual interactions.

Prior research has demonstrated that direct experience with exceptional-needs

students during training increases preservice teachers’ preparedness for teaching
in inclusive classrooms (Burton & Pace, 2009; Forlin et al., 2009; Jung, 2007, Voss &
Bufkin, 2011). Peebles and Mendaglio’s (2014) study demonstrated that, during a field
experience, as preservice teachers spent more time with direct, individual instruction
with students with exceptional needs, and less time with observation and whole-
class instruction, their self-efficacy for inclusive teaching was more likely to increase.
IDEA differs from other approaches that use experience as a form of preparing
teachers to work with exceptional students. For example, some programs have made
attempts with “simulated” student case studies as a component of inclusion courses;
however, it is acknowledged that the artificiality of the situation is itself a limitation
(Pearson, 2007). Other programs have included practical experiences in the form of
instructional tutoring (Burton & Pace, 2009), after-school programs (Lancaster & Bain,
2010), community involvement (Chambers & Forlin, 2010), and visits to classrooms to
work with groups of gifted students (Chamberlin & Chamberlin, 2010). However, these
programs did not provide the opportunity to subsequently teach these students within
the broader context of a whole-class setting, which is the crux of effective inclusive
teaching. A fictionalized illustrative example, based on the authors’ experiences with
preservice teachers, will demonstrate how IDEA can be applied.

IDEA in Action
Kim (all names are pseudonyms) is about to begin her nine-week final field experience
in a grade three classroom. Many emotions run high, including her excitement to meet
her students and her mentor teacher, Mr. Smith. Kim is also very nervous. She does not
have a lot of experience working with children, and she has no prior experience with
students with exceptional needs. She has talked with many of her classmates and their
concerns are similar: Will I be able to manage and meet the needs of a diverse range
of abilities and exceptionalities? I really want to include all students in my classroom
activities, but can I really do it?

252 | LEARNing Landscapes | Vol. 7, No. 2, Spring 2014

 Preparing Teachers for Inclusive Classrooms:
Introducing the Individual Direct Experience Approach

As part of Kim’s field experience, she is expected to choose a “living case study” in
order to work directly with a student with exceptional needs. In her first week, with
the help of Mr. Smith and the permission of the student’s parents, Kim chooses Dillon.
Dillon is an eight-year-old autistic boy and requires a full-time teacher’s assistant, Mary.
Mr. Smith feels that if Kim can understand Dillon’s learning needs and behaviors, she
will have a much easier time including him in her lessons. Mary is thrilled with this new
approach. She shared with Kim that last year Dillon was often excluded from whole-
class lessons because the mentor teacher felt he was “too much work” for the student
teacher—and that Mary could easily “look after” him during lessons.

During the first week of her field experience, Kim reads Dillon’s comprehensive
IEP, researches autism, talks to Mary and Mr. Smith, and meets Dillon’s parents. After
meeting his parents and hearing their story, Kim clearly understands the importance of
meaningfully including Dillon in the classroom with his peers. She learns that Dillon’s
parents’ main goals for him are to learn appropriate social skills, make friends, and learn
to communicate with his iPad. She also observes Mary working with Dillon and begins
to understand how to communicate with him and how to anticipate situations that
cause frustration. She also learns that Dillon has a great number of strengths; he has a
sense of humor, loves cars and trucks, and has a strong visual memory.

During this first week, Kim also observes her mentor teacher teaching the whole
class and begins to plan for the classes that she will be taking over. The expectation
is that she will take over approximately 80% of the classroom teaching by the halfway
point in her field experience. While Mr. Smith is teaching the other 20% of instructional
time, Kim has opportunities for her direct interactions with Dillon.

Over the remainder of her field experience, Kim spends approximately two 30-minute
sessions with Dillon each week. The interactions take place within the classroom where
Kim works directly with Dillon on a specific skill or with his communication program
on his iPad. At one cohort meeting with her university facilitator, Kim expresses how
valuable she feels the direct experience has been. “I am so comfortable interacting
with Dillon. I’ve learned how to communicate with him on his iPad, and I can see that
routine and structure are very important.” Kim continues to share what she has learned
about Dillon’s communication skills, social skills, and his sensory therapy. “I feel that I
can effectively plan modifications to my lessons in order to meaningfully include Dillon
in the activities.”

Near the end of her field experience, Kim is observed by her university facilitator
while teaching a science lesson on rocks and minerals. The lesson includes interactive

LEARNing Landscapes | Vol. 7, No. 2, Spring 2014 | 253

 Jodi Peebles and Sal Mendaglio

learning centers where the students were asked to classify rocks. Dillon is included
with a small group of students. This group is given a cue card that Kim has prepared
with “yes”/“no” questions that Dillon can answer on his iPad. At one point during the
lesson, Kim intuitively moves Dillon to another group in order to remain longer at a
particular center that she knows he is enjoying. Kim later explained that she knew the
quick changing of centers would likely frustrate him as she has a very good grasp of
what triggers some of his behaviors.

On Kim’s final day, she discusses with Mr. Smith the benefits of the living case
study expectation of her field experience. She expresses how the individual, direct
experience eased her anxiety about working with students with exceptional needs.
She also feels that she could translate what she has learned about inclusive teaching
practices to other students with exceptional needs within her own future classroom.
Mr. Smith agrees that the systematic approach was an effective way to connect the
theory of inclusive practice to the realities of the classroom.

Conclusion
There is a consensus that best practice for preparing teachers for inclusion is a
pressing issue for teacher educators. Field experience is an essential ingredient for
teacher preparation, including the preparation of teachers for the inclusive classroom.
While experience with students with exceptional needs has been accepted as
benefitting preservice teachers, it is not always intentionally incorporated into field
experiences. IDEA is an approach to systematically introduce preservice teachers to
teaching in the inclusive classroom. Not only does IDEA provide preservice teachers
with the opportunity for interacting with students with exceptional needs, but it also
requires that knowledge gleaned from these interactions will be implemented in whole-
class instruction. As such, IDEA represents a closer approximation of the demands of the
inclusion classroom than isolated direct experiences. In addition to providing guidance
as to how inclusion is practiced, anxiety about working with students with exceptional
needs may be lessened.

Future research in this area could address some of the potential limitations or
unanswered questions related to IDEA. For instance, it would be valuable to research
how the impact of IDEA applies to other inclusive settings, as student demographics
vary greatly from classroom to classroom. Also, to provide validation to the approach,
longitudinal studies could determine if the impact of IDEA is sustainable as preservice

254 | LEARNing Landscapes | Vol. 7, No. 2, Spring 2014

 Preparing Teachers for Inclusive Classrooms:
Introducing the Individual Direct Experience Approach

teachers enter the profession and progress through their careers. Qualitative studies
could provide insight into the experience of IDEA and the nature of the impact on
preservice teachers’ preparation for inclusive teaching. Given the existing research in
this area, IDEA is a promising starting point for structuring intentional direct experiences
into inclusion training for future teachers.

References
Ashan, M., Sharma, U., & Deppeler, J. (2012). Dewey, J. (1904). The relation of theory to prac-
Challenges to prepare pre-service teach- tice in education. In C. A. McMurry (Ed.), The
ers for inclusive education in Bangladesh: relation of theory to practice in the education
Beliefs of higher educational institutional of teachers (Third yearbook of the National
heads. Asia Pacific Journal of Education, 32(2), Society for the Scientific Study of Education,
241–257. Part I, pp. 9–30). Chicago: The University of
Chicago.
Atay, D. (2007). Beginning teacher efficacy and
the practicum in an EFL context. Teacher Dewey, J. (1938). Experience and education. New
Development, 11(2), 203–219. York: Kappa Delta Pi.
Avramidis, E., & Norwich, B. (2002). Teachers’ Fayez, M., Dababneh, K., & Jumiaan, I. (2011).
attitudes towards integration/inclusion: Preparing teachers for inclusion: Jordanian
A review of the literature. European Journal preservice early childhood teachers’ per-
of Special Needs Education, 17(2), 129–147. spectives. Journal of Early Childhood Teacher
Education, 32(4), 322–337.
Boling, E. (2007). “Yeah, but I still don’t want to
deal with it”. Changes in a teacher candi- Forlin, C., & Chambers, D. (2011). Teacher prepa-
date’s conceptions of inclusion. Teaching ration for inclusive education: Increasing
Education, 18(3), 217-231. knowledge but raising concerns. Asia-Pacific
Journal of Teacher Education, 39(1), 17–32.
Burton, D., & Pace, D. (2009). Preparing pre-
service teachers to teach mathematics in Forlin, C., Loreman, T., Sharma, U., & Earle,
inclusive classrooms: A three-year case C. (2009). Demographic differences in
study. School Science and Mathematics, changing preservice teachers’ attitudes,
109(2), 108–115. sentiments and concerns about inclusive
education. International Journal of Inclusive
Chamberlin, M., & Chamberlin, S. (2010).
Education, 13(2), 195–209.
Enhancing preservice teacher development:
Field experiences with gifted students. Harvey, M. W., Yssel, N., Bauserman, A. D., &
Journal for the Education of the Gifted, 33(3), Merbler, J. (2010). Preservice teacher prepa-
381–416. ration for inclusion: An exploration of higher
education teacher-training institutions.
Chambers, D., & Forlin, C. (2010). Initial teacher
Remedial and Special Education, 31(1), 24–33.
education and inclusion: A triad of inclusive
experiences. In C. Forlin (Ed.), Teacher educa- Hodkinson, A. (2006). Conception and miscon-
tion for inclusive education: Changing para- ceptions of inclusive education: A critical
digms and innovative approaches (pp. 74–82). examination of final-year teacher trainees’
New York: Routledge. knowledge and understanding of inclusion.
Research in Education, 76, 43–55.

LEARNing Landscapes | Vol. 7, No. 2, Spring 2014 | 255

 Jodi Peebles and Sal Mendaglio

Jobling, A., & Moni, K. (2004). “I never imagined Pearson, S. (2007). Exploring inclusive education:
I’d have to teach these children: Providing Early steps for prospective secondary school
authentic learning experiences for second- teachers. British Journal of Special Education,
ary pre-service teachers in teaching student 34(1), 25–32.
with special needs. Asia Pacific Journal of
Peebles, J. L., & Mendaglio, S. (2014). The impact
Teacher Education, 32(1), 5–22.
of direct experience on preservice teach-
Jung, W. S. (2007). Preservice teacher training ers’ self-efficacy for teaching in inclusive
for successful inclusion. Education, 128(1), classrooms. International Journal of Inclusive
106–113. Education. Advance online publication. doi:
Kim, J. R. (2011). Influence of teacher preparation 10.1080/13603116.2014.899635
programmes on preservice teachers’ atti-
Rose, R., & Garner, P. (2010). The professional
tudes toward inclusion. International Journal
learning of teachers through experience
of Inclusive Education, 15(3), 355–377.
in an international and intercultural con-
Lambe, J. (2007). Northern Ireland student teach- text. In C. Forlin (Ed.), Teacher education for
ers’ changing attitudes towards inclusive inclusion: Changing paradigms and innova-
education during initial teacher training. tive approaches (pp. 23–33). New York:
International Journal of Special Education, Routledge.
22(1), 59-71.
Sharma, U., Forlin, C., & Loreman, T. (2008).
Lancaster, J., & Bain, A. (2010). The design of pre- Impact of training on pre-service teachers’
service inclusive education courses and their attitudes and concerns about inclusive
effect on self-efficacy: a comparative study. education and sentiments about persons
Asia-Pacific Journal of Teacher Education, with disabilities. Disability & Society, 23(7),
38(2), 117–128. 773–785.
Lombardi, T. P., & Hunka, N. J. (2001). Preparing Swain, K., Nordness, P., & Leader-Janssen, E.
general education teachers for inclusive (2012). Changes in preservice teacher atti-
classrooms: Assessing the process. Teacher tudes toward inclusion. Preventing School
Education and Special Education, 24(3), Failure, 56(2), 75–81.
183–197.
Sze, S. (2009). A literature review: Pre-service
Loreman, T. (2010). A content-infused approach teachers’ attitudes toward students with
to pre-service teacher preparation for disabilities. Education, 130(1), 53–56.
inclusive education. In C. Forlin (Ed.), Teacher
Voss, J., & Bufkin, L. (2011). Teaching all children:
education for inclusion: Changing paradigms
Preparing early childhood preservice teach-
and innovative approaches (pp. 56–64). New
ers in inclusive settings. Journal of Early
York: Routledge.
Childhood Teacher Education, 32(4), 338–354.
McCray, E., & McHatton, P. (2011). “Less afraid to
Winzer, M., & Mazurek, K. (2011). Canadian teach-
have ‘them’ in my classroom”: Understanding
ers’ associations and the inclusive movement
pre-service general educators’ perceptions
for students with special needs. Canadian
about inclusion. Teacher Education Quarterly,
Journal of Educational Administration and
38(4), 135–155.
Policy, 116(1–24).
Moore-Hayes, C. T. (2008). Teacher-efficacy:
Exploring preservice and beginning teach-
ers’ perceptions of preparedness to teach.
Dissertation Abstracts International, 68(11),
i–150.

256 | LEARNing Landscapes | Vol. 7, No. 2, Spring 2014

 Preparing Teachers for Inclusive Classrooms:
Introducing the Individual Direct Experience Approach

Jodi Peebles, EdD, is an instructor of educational psychology

with the University of Alberta. Dr. Peebles has also taught
graduate-level inclusive education courses for the University of
British Columbia – Okanagan. She has a variety of experience in
the field of inclusive education as a special education teacher
and inclusive education facilitator. Her research interests include
teacher preparation for inclusion, adaptations for exceptional
students in the classroom, and teacher self-efficacy.

Sal Mendaglio, PhD, is a professor in the Faculty of

Education, University of Calgary. Dr. Mendaglio also has
extensive experience in teacher preparation including teaching
and administration. Among his interests are teaching and
counseling children with exceptional needs, with particular
focus on students who are gifted.

LEARNing Landscapes | Vol. 7, No. 2, Spring 2014 | 257