This book presents essential information in the field
of second language teacher college education and
preparation. The study was conducted to seek
perceptions of pre-service teachers toward inclusion
of English language learners with special needs in
general education. The book provides interesting
quantitative and qualitative analysis of the data
collected from a sample of pre-service teachers who
pursued graduate programs in education. The study
also designed to determine the extent to which
certain personal and professional factors influence
their perceptions toward inclusion policies and
practices for this group of students.