Inclusion of ELL with Special Needs in General Education

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.