Document Type
Article
Publication Date
Summer 2022
Abstract
The practice of inclusion has allowed more students with disabilities to participate with their peers in general education classrooms than ever before. However, research findings show that in many cases, educators have low self-efficacy when it comes to their ability to serve students with disabilities within their classrooms. Studies have documented a need for professional development to target inclusion and accommodations, showing that increased training increases teacher self-efficacy in implementing students supports. With this research in mind, a school improvement plan was developed that focuses on a professional development series to increase educator self-efficacy in implementing accommodations frequently included in the IEPs of students at the targeted campus. This school improvement plan provides a framework for gaining educator feedback on the most frequent accommodations in their building, creating, and executing professional development to target accommodations that have low self-efficacy within the building, and monitoring efficacy growth among staff.