期刊名称：The Journal of Special Education Apprenticeship
印刷版ISSN：2167-3454
出版年度：2019
卷号：8
期号：1
页码：4-27
出版社：California State University, San Bernardino
摘要：Preparing classroom teachers to work with students with diverse learning needs is a challenge that has been well documented by the literature. Earning a dual license in general and special education has been posited as one possible solution to this challenge. This paper reports on a qualitative study that examined the differences between dually licensed and traditionally prepared educators with regards to their self-efficacy and ideas about inclusion. Findings suggest that teachers who earn a dual license in general education and special education may have a stronger sense of self-efficacy as well as a stronger skill set for working with students with disabilities and other types of difference.
关键词：teacher education; dual license; inclusion; special education
