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This mixed-methods study reports on the perspectives of 208 teacher candidates on teaching children with developmental disabilities and delays (DD) in inclusive classrooms from Kindergarten to Grade 6. The questionnaire included items on demographics, experience, knowledge, and feelings of competence, advocacy, and sense of efficacy. Open-ended questions addressed challenges and successes experienced when including children with DD. Findings suggest that qualitative items elicited more positivedoi:10.5206/eei.v25i2.7724 fatcat:yhu5vv5hvbg33icnyiksole5oi