The purpose of this study was to investigate special and regular education teachers' perspectives on issues such as training, experience, and education in teaching students with learning disabilities in inclusive settings. Twenty kindergarten, 1st, and 2nd grade teachers employed in an urban school district participated in the study. Of those, 13 are regular education teachers, and 7 are special education teachers. They responded to ten survey questions. Five teachers were randomly selected to participate in an interview in school. The results showed that special education teachers demonstrated a greater deal of competence in teaching students with disabilities than regular education teachers, while half of the regular education teachers in the study did not feel confident in teaching students with disabilities due to lack of training and education in the field of special education. Teachers' competence and their training for teaching students with disabilities were discussed.
","abstract_html":"<p>The purpose of this study was to investigate special and regular education teachers' perspectives on issues such as training, experience, and education in teaching students with learning disabilities in inclusive settings. Twenty kindergarten, 1<sup>st</sup>, and 2<sup>nd</sup> grade teachers employed in an urban school district participated in the study. Of those, 13 are regular education teachers, and 7 are special education teachers. They responded to ten survey questions. Five teachers were randomly selected to participate in an interview in school. The results showed that special education teachers demonstrated a greater deal of competence in teaching students with disabilities than regular education teachers, while half of the regular education teachers in the study did not feel confident in teaching students with disabilities due to lack of training and education in the field of special education. Teachers' competence and their training for teaching students with disabilities were discussed.</p>","abstract_has_math":false,"creators":["Wessel, Tara"],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-05-05T07:00:00Z","date_published":"2006-05-05T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["Students with disabilities; Teachers--Self-rating of","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/951","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Wessel, Tara"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Students with disabilities; Teachers--Self-rating of","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/951"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate special and regular education teachers' perspectives on issues such as training, experience, and education in teaching students with learning disabilities in inclusive settings. Twenty kindergarten, 1st, and 2nd grade teachers employed in an urban school district participated in the study. Of those, 13 are regular education teachers, and 7 are special education teachers. They responded to ten survey questions. Five teachers were randomly selected to participate in an interview in school. The results showed that special education teachers demonstrated a greater deal of competence in teaching students with disabilities than regular education teachers, while half of the regular education teachers in the study did not feel confident in teaching students with disabilities due to lack of training and education in the field of special education. Teachers' competence and their training for teaching students with disabilities were discussed.
"]},{"key":"dc:title","label":"Title","values":["What are teachers' perspectives on their competence in teaching students with disabilities?"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Wessel, Tara"],"dc:date.available":["2016-04-07T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate special and regular education teachers' perspectives on issues such as training, experience, and education in teaching students with learning disabilities in inclusive settings. Twenty kindergarten, 1st, and 2nd grade teachers employed in an urban school district participated in the study. Of those, 13 are regular education teachers, and 7 are special education teachers. They responded to ten survey questions. Five teachers were randomly selected to participate in an interview in school. The results showed that special education teachers demonstrated a greater deal of competence in teaching students with disabilities than regular education teachers, while half of the regular education teachers in the study did not feel confident in teaching students with disabilities due to lack of training and education in the field of special education. Teachers' competence and their training for teaching students with disabilities were discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/951"],"dc:subject":["Students with disabilities; Teachers--Self-rating of","Special Education and Teaching"],"dc:title":["What are teachers' perspectives on their competence in teaching students with disabilities?"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:13:52Z"}