Over the past few decades, there has been an increase in the percentage of students with disabilities included in general education classrooms. However, little is known about the preparation of general education teachers to include students with disabilities, especially those with extensive support needs, in their classrooms. Therefore, the purpose of this exploratory survey was to begin to understand the practices and perceptions of instructors teaching courses in general education teacher preparation programs at universities in the United States. Results related to perceptions and practices were highly variable.
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