ABSTRACT
The majority of students with special needs or disabilities (SWDs) spend most of their school days in general education classrooms (U.S. Department of Education, 2012). Successful inclusion of SWDs in general education classrooms is dependent, therefore, on both general and special education teachers’ knowledge, skills, and collaboration (Brownell et al., 2012). Teachers, however, may hold different beliefs about how to support included students. SWDs may require more and different kinds of support than other students (Fuchs, Fuchs, & Compton, 2012); whether they get this support often depends on the individual teacher and, likely, the teacher’s beliefs (Jordan, Glenn, & McGhie-Richmond, 2010).
