This paper presents data collected as part of the evaluation of a new teaching framework for two mandatory special/inclusive education units of study. Previous student formal evaluations resonated with the findings of current research in the field. That is, students find their special education training is extremely relevant, but not sufficient in preparing them to meet diverse needs in the regular classroom (Avramidis, Bayliss, & Burden, 2000; Lambe, & Bones, 2006). The three members of the teaching team and authors of this paper initially conducted a needs analysis to identify approaches of improving student learning experience. A Problem Based Learning (PBL) teaching framework was considered appropriate for integrating further the philosophical, theoretical, pedagogical, practical, and assessment elements of the course (Lambe, 2007; Van Laarhoven et al., 2006; Ockjean, Utke, & Hupp, 2005; Johnson, 2004). The PBL teaching framework is centred on case studies/scenarios. Students have the opportunity to engage individually and in groups with case studies similar to the ones experienced through the field placement component of the course, and to utilise the supporting material presented in lectures and tutorials in developing their inquiry-based learning and collaboration skills. The case studies go beyond the current focus on disability and embed characteristics of cultural and linguistic diversity, ethnicity, mental health issues, social disadvantage and geographic isolation. The case studies/scenarios move also away from an individual ‘deficit’ model. Each case study/scenario is contextualised in terms of the community, the school, the available services/programs and support, the classroom teacher and the classroom environment, the composition of the class, some key pupils with additional educational needs and their families. Further, the case studies/scenarios are contextualised in terms of the legislation and policy framework as well as broader philosophical and theoretical issues. The case studies/scenarios allow students to explore and discuss their own role as future teachers in promoting inclusion. Pre/Post surveys examining student attitudes towards inclusion and their preparedness in teaching in inclusive classrooms is one of the measures used to evaluate the effectiveness of this teaching framework. This paper starts with a short overview of the Problem Based Learning (PBL) teaching framework and a discussion of its underlying theoretical framework. This discussion relates to the existing literature in the area of teacher training in inclusive education. A presentation of the evaluation findings follows. The findings presented are based on quantitative and qualitative data collected from the participating students as well as the analysis of entries from the tutors’ tutorial journals. The findings are discussed in relation to students’ overall satisfaction with the PBL teaching framework, the specific aspects of the framework that they found supportive in their learning and the extent that this framework gave them an understanding of their future role in inclusive classrooms.

The effectiveness of the PBL teaching framework is assessed using a number of quantitative and qualitative measures, including Pre/Post surveys examining students attitudes towards inclusion and their preparedness in teaching in inclusive classrooms; focus groups exploring issues related to PBL; and content analysis of students’ individual and group assessment. The tutors teaching in the two units kept a tutorial journal with notes on arising issues.

Data collection for this research project is still under way. Expected outcomes of this study are a clear understanding of the Problem Based Learning (PBL) teaching framework effectiveness and the improvement of the existing framework based on the evaluation data.