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.
Swindlehurst, Kelly A. Ph.D.; Kervick, Colby T. Ed.D; and Shepherd, Katharine G. Ed.D
"Examining the Perspectives of Elementary Education Teachers Prepared Through Traditional and Dual License Programs,"
The Journal of Special Education Apprenticeship: Vol. 8
, Article 4.
Available at: https://scholarworks.lib.csusb.edu/josea/vol8/iss1/4