Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers (F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.

中文翻译：

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老师对满足学生需求的准备不足

许多学生需要特殊的教育和编程才能在课堂上取得成功。这项研究分析了有关融合教育的国际和国家评估教师调查数据，以更好地表征学生的课堂需求和支持他们的教师准备。大多数教师表示，他们依靠教师提供的住宿，而一些教师则无法获得外部资源。尽管许多教师没有表示接受了足够的关于全纳教育的教师培训课程和专业发展（PD），但结果表明，教室中接受过全纳教育PD的学生在统计学上显着优于同龄人（F [1，5.2] = 526.60，p < .05）。当学校心理学家在教室里为老师提供支持以满足他们所有学生的需求时，