Preparing for Inclusive Education: A Survey of Special Education Faculty in Hawai’i

Abstract

This preliminary study developed and implemented a survey examining special education faculty’s beliefs, perceptions, and self-efficacy regarding inclusive education for students with mild-to-moderate support needs (MMSN) and extensive support needs (ESN). Ten faculty members from a special education department in Hawai’i were surveyed. Results revealed strong support for inclusive practices but highlighted disparities in confidence and perceptions when considering students with ESN. Faculty reported lower confidence in adapting content standards and implementing Individualized Education Program goals for students with ESN in inclusive settings. Qualitative data identified teacher training, leadership support, and systemic structures as key factors influencing inclusive education. The study underscores the need for targeted professional development for faculty, especially in supporting students with ESN, and emphasizes addressing systemic barriers and providing comprehensive field experiences for preservice teachers. These findings have important implications for enhancing special education teacher preparation programs to better equip graduates to support all students in inclusive educational environments.