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Current research states the need for special education training for preservice teachers; however, research examining best practice in special education training is limited due to a focus on preservice teachers and a lack of Canadian research. This phenomenologically informed study explores the experiences of new teachers in inclusive classrooms to gain an understanding of the knowledge and experiences these new teachers need so as to inform future teacher training practices. The participants include seven new teachers who teach in inclusive classrooms across British Columbia. Results indicate that due to the student diversity in their inclusive classrooms, these new teachers collaborated with colleagues, parents, and students to meet the academic, social, and behavioural needs of their students. Based on these new teachers’ experiences, initial recommendations are provided for teacher training institutions. Directions for further research are also discussed.

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