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Melike Yozgatli Gulum, Ministry of National Education, TürkiyeAbstract
Inclusive education is a central goal of teacher preparation programs, yet questions remain about how program structures shape opportunities to learn inclusive practices. Prior research has emphasized the importance of offering inclusion-related coursework; however, less is known about whether increasing the number of such courses meaningfully supports the integration of inclusive practices. This study examines the relationship between course availability and opportunities to learn inclusive practices in teacher education programs. Using survey data collected from 215 faculty members in special education and elementary education–related programs at four-year higher education institutions in the United States, this quantitative study explores associations between the number of inclusion-related courses offered and faculty-reported integration of inclusive practices. Faculty reported an average of five inclusion-related courses within their programs. While most participants indicated that inclusion is considered when selecting clinical or field placement opportunities, fewer than two-thirds reported that all pre-service teachers received clinical or field placements in inclusive settings. Analyses revealed weak but statistically significant associations between course availability and overall integration of inclusive practices. Course availability was more strongly associated with collaboration and assessment-related practices, whereas relationships with instructional and social–emotional–behavioral practices were weak and not statistically significant. These findings suggest that increasing the number of inclusion-related courses alone has limited explanatory power for how inclusive practices are integrated in teacher preparation. The results highlight the importance of intentional course design and practice-based and field-based opportunities in shaping meaningful opportunities to learn inclusive practices.
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