The Impact of Teacher Training in Special Education on the Attitudes of Australian Preservice General Educators towards People with Disabilities

Introduction Despite the continued movement toward inclusive practices in Australia, recent studies overseas have found that many teachers have less than positive attitudes towards students with disabilities and their inclusion in general education classrooms (D’Alonzo, Giordano, & Cross, 1996; Vaughn, Schumm, Jallad, Slusher, & Saumell, 1996). Teachers set the tone of classrooms, and as such, the success of inclusion may well depend upon the prevailing attitudes of teachers as they interact with students with disabilities in their classroom. This has implications for teacher training. Recently, major revisions to teacher education programs have been advocated (Lombard, Miller, & Hazelkorn, 1998; Milton & Rohl,1999). The need for improved teacher training arises from the limitations of many current teacher training programs. In many universities, general and special education programs continue to operate under a dual The Impact of Teacher Training in Special Education on the Attitudes of Australian Preservice General Educators towards People with Disabilities