The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study

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The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “…to teacher education have incorporated opportunities for preservice teachers to work with students with exceptional needs through literacy programmes (Spandagou, Evans, and Little 2008), after-school programmes (Jobling and Moni 2004; Lancaster and Bain 2010), and tutoring (Burton and Pace 2009).”
Inclusion of Children With Special Needs in Early Childhood Education (2015, background): “Lancaster and Bain (2010) concluded that the mixed findings of teachers’ exposure to children with special needs and their attitudes toward these children may be explained by other factors, such as the content of the training programs.”
Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “…courses that have focused on attitude change towards inclusive education, as well as the knowledge and skills required, have resulted in new graduates being more supportive of students with special educational needs (Carroll, Forlin, & Jobling, 2003; Lancaster & Bain, 2010; Shade & Stewart, 2001).”
Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers (2016, background): “Lancaster and Bain (2010) found that course work that is practically oriented influences self-efficacy; therefore, one might expect longer programmes to have more practically oriented opportunities.”