Instructional Readiness in the Inclusive STEM Classroom

Abstract

Since the implementation of inclusion, teachers have been tasked with adaptation to serve increased numbers of students with disabilities in the general education classroom. In STEM education, this focus has concentrated on the pedagogical shifts associated with the creation of inclusive STEM education classrooms. Often it requires that STEM education teachers and special education teachers work together in the same classroom. Although their initial instructional preparedness is very distinct from one another, the increase in students with disabilities and the implementation inclusive STEM education classrooms has created new opportunities for both STEM education teachers and special education teachers collaborate. This study utilizes the National Teacher and Principal Survey to identify similarities and differences in preparedness of beginning secondary STEM education and special education teachers in instructional best practices necessary to facilitate students with disabilities in the inclusive STEM education classroom.