Example of a Literature Review
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Example of a Literature Review on
General Educators’ Perceptions of Inclusion
By Kimberly Rombach
Consider the following general education teacher's description of being notified
that she will be teaching students with disabilities in the near future:
They [the administration] put a note in my mailbox in June telling me I
was to have students with special needs [disabilities] in my fall
kindergarten class. I had no training, no warning, knew nothing about
students with disabilities, and didn't know what kind of support I would
have. We did meet for two weeks during the summer; but it was hardly
enough to prepare me for eight students, five of whom had severe
disabilities (Salisbury, Palombaro, & Hallowood, 1993, p. 79).
The perspectives of general educators who do not believe that they have sufficient
training to teach students with and without disabilities in inclusive classrooms have been
frequently cited in the literature (Salend & Duhaney, 1999; Scruggs & Mastropieri, 1996;
Semmel, Abernathy, Butera, and Lesar, 1991; Smith & Hilton, 1997; Wolery, Werts,
Caldwell, Snyder, and Lisowski, 1995). If attempts to educate students with and without
disabilities together are to be successful, then general education teachers need to be
understood because they can offer insight into the perceived needs of inclusive
classrooms. Furthermore, those who are making classroom placement decisions for
students with disabilities ought to consider the pertinent preparation of general education
teachers. What are the perspectives of other teachers in similar circumstances? What can
be learned from their experiences that could contribute to future teacher preparation for
inclusive education?
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