Abstract
The purpose of this study was to examine relationships among anxiety, perceived burden and lack of worthwhileness of special needs education among students taking teacher training courses, as well as the amount of credits they have earned on special needs education. The hypothesis was that the students’ learning of the field was related to their credentials and awareness. A survey was given to 360 students (302 effective) in the teacher education program at a university in Greater Tokyo Area. The participants were categorized into 3 groups: no special needs education credits earned (L), 1-3 credits earned (M), and 4 or more credits earned (H). The researcher then investigated relations among the amount of credits, experience of student teaching, and scores of Anxiety and Perceived Burden of Special Needs Education Scale. As a result, there were relations among all the four elements above and lack of worthwhileness.
