Inclusive mindedness: evolving knowledge and beliefs of preservice educators in California

Early childhood special educators in the United States must familiarize themselves with importance of inclusive practices and how to successfully implement these support young students disabilities least restrictive environment. Depending on credentialing program complete, their understanding training education can vary greatly. The purpose this study was address need for inclusion by creating an Office Special Education Program (OSEP) grant-funded course preservice early at one university California then examine changed teacher candidates’ knowledge beliefs inclusion. Over 4 years, 97 teachers participated pre- postcourse surveys, which determined perceptions, understanding, practical skills increased, demonstrating effectiveness.