Secondary general education teachers' beliefs and use of 'best practices' in inclusive classrooms

More and more students with identified learning disabilities are being educated full-time within general education classrooms. As a result, general education teachers are having to assume responsibility for their education.; This study sought to determine if secondary general education teachers were aware of and reportedly used “best practices” and the educational strategies associated with them. In addition, the study tested four variables which were hypothesized to effect identification and use of educational strategies.; Data were collected from surveys distributed to secondary general education teachers in Northeast Ohio currently teaching either English/Language Arts, mathematics, science, or social studies. The survey contained questions regarding instructional practices and strategies associated with five hypothesized “best practices.” Personal and professional information was also reported.; The results of this study indicate that, in general, teachers were aware of and reportedly used strategies associated with some instructional practices which research indicated as being “best” for a diverse learning population. Seventy-five percent of the teachers identified 4 to 5 of the “best practices” out of 10 listed practices. They also reported using strategies associated with 3 out of the 5 hypothesized “best practices.” English/Language Arts teachers reportedly used the strategies of only 1 of the 5 “best practices” more than their colleagues who taught mathematics, science, or social studies. No differences were found in reported use of the strategies related to the number of years teaching. Only one “best practice” was affected by the number of college courses completed, which specifically dealt with inclusion, students with learning disabilities, or “best practices.” No significant differences were found between the number of workshops that were attended and the reported use of strategies associated with the “best practices” of collaborative/team teaching, peer tutoring, or cooperative learning.; Results of this study may have raised more questions than they answered. The results indicated that secondary general education teachers were aware of “best practices,” and reportedly used strategies associated with those practices. If the results are valid, they refute findings from past research.