Australian Journal of Teacher Education - Issue 10 - Article 4 - Effects of Inclusive Education Course on Pre-Service Teachers' Beliefs and Confidence

Oct 15, 2026

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The study examines how completing an inclusive education course affects pre-service teachers’ beliefs and confidence to teach in inclusive classrooms in Victoria, Australia. Using surveys and concept maps with twenty-seven participants, results show significant improvement in both beliefs and confidence by the end of the course. Initially, participants worried they might not be able to teach inclusively; later, most felt ready, while still concerned about obtaining necessary support.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Study purpose and method

Key findings and implications

Introduction

Inclusive education in Australia

Policy drivers and disability legislation

Teacher education program reforms

Australian Journal of Teacher Education | Volume 37 | Issue 10 | Article 4 | | --- | --- | 2012 Changing Pre-Service Teachers’Beliefs to Teach in Inclusive Classrooms in Victoria, Australia Umesh Sharma Monash University, [umesh.sharma@monash.edu](umesh.sharma@monash.edu) Recommended Citation Sharma, Umesh (2012) "Changing Pre-Service Teachers’ Beliefs to Teach in Inclusive Classrooms in Victoria, Australia,"Australian Journal of Teacher Education: Vol. 37: Iss. 10, Article 4. Available at: [http://ro.ecu.edu.au/ajte/vol37/iss10/4](http://ro.ecu.edu.au/ajte/vol37/iss10/4) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol37/iss10/4](http://ro.ecu.edu.au/ajte/vol37/iss10/4) Australian Journal of Teacher Education Changing Pre-Service Teachers’ Beliefs to Teach in Inclusive Classrooms in Victoria, Australia Umesh Sharma Monash University Abstract: The purpose of this study was to determine the effect of completing a course in inclusive education on pre-service teachers’ beliefs and confidence to teach in inclusive classrooms. Twenty seven pre-service teachers completed a survey and concept maps. It was found that participants’ beliefs and confidence level to teach in inclusive classrooms had improved significantly by the end of the course. At the beginning of the course participants were concerned whether “they would be able to teach in inclusive classrooms”. At the end of the program the majority believed that they were ready to teach in inclusive classrooms but they were concerned whether they would get necessary support to teach in such classrooms. The results of this study have implications both for teacher educators involved in preparing teachers for inclusive classrooms as well as researchers who are interested in using a new approach to evaluate impact of teacher training courses. Introduction In Australia as elsewhere, students with special educational needs are increasingly being included into regular school programs. The fundamental principle of inclusive education is that all children should learn together regardless of any difficulties or differences they may have (UNESCO, 1994) . Inclusion is “an ongoing process aimed at offering high quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination”(UNESCO, 2008, p.3) . In Australia, the majority of students with special education needs are educated in regular rather than in segregated settings (Foreman, 2011) . Although many factors have contributed towards increasing enrolment of students with additional needs in regular schools compared to special settings (Foreman, 2011), the significant influence of the Disability Discrimination Act (DDA) (1992) (Australian Legal Information Institute, 2009) in this regard cannot be discounted. According to the Act, it is unlawful for an educational authority to discriminate against a person on the ground of a person’s disability in areas like enrolment and access to facilities (Australian Legal Information Institute, 2009). A significant amendment to the DDA in 2005 further clarified the responsibilities of schools in relation to educating students with disabilities. The Education Standards of the DDA requires that schools must make reasonable adjustments to ensure the engagement of students with disabilities in various school activities (Commonwealth of Australia, 2005) . Regular schools are not only required to enrol students with disabilities but they are also required to ensure that the curriculum is modified to meet each student’s educational needs (Commonwealth of Australia, 2005) . As a result of this legislation, as well as supportive inclusive education policies in different states in Australia, a large number of students with disabilities are now entering regular schools (Forlin & Chamber

FAQs

What was the purpose of the study?

The study aimed to determine the effect of completing an inclusive education course on pre-service teachers’ beliefs and confidence to teach in inclusive classrooms.

How was the study conducted?

Twenty-seven pre-service teachers completed a survey and concept maps before and after the course.

What were the main results?

Participants’ beliefs and confidence to teach in inclusive classrooms improved significantly by the end of the course; most believed they were ready, though many still worried about getting necessary support.

Oct 15, 2026

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