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Perspectives of special education teachers on students with disabilities in an inclusive setting
Perspectives of special education teachers on students with disabilities in an inclusive setting
A comparative analysis
Ronald Steven Carlisle
In this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an i...
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In this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an inclusion setting. Inclusion in public school districts is a very debated and sensitive subject that has been controversial for many years. Inclusion denotes the education of students with disabilities and students that do not have disabilities in the same classroom setting. The data collected from this study was analyzed using measures of central tendency, specifically the mode and percentages and the chi-square test of independence. Data analysis was conducted to determine the perspectives of special education teachers on the controversy of inclusion practices for students with disabilities in two separate clusters, grades K-3 and 4-6, respectively. The qualitative analysis results revealed the presence of two main themes regarding teacher attitudes on inclusion: (a) Risks of inclusion are special education student lack of success, increased burden on teachers, and class disruptions; and (b) Inclusion can benefit all students. Results of the quantitative analysis revealed no statistically significant relationship between years spent in a special education environment and teacher inclusion attitudes. These results suggest that teachers’ views on inclusion are varied and are not significantly influenced by their years of experiences teaching in a special education environment. Recommendations for future research include changes to the study design and data collection techniques. Implications for positive social change include increased teacher confidence, diverse learning opportunities for all students, and the potential for a positive shift in societal beliefs about special education student capabilities and the benefits of inclusion.
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2021
Exploring General Education Teachers' Perceptions of Children with Disabilities in General Education
Exploring General Education Teachers' Perceptions of Children with Disabilities in General Education
Erika Komp
This research proposal aims to explore the perceptions of general education teachers towards children with disabilities who are integrated into general education classrooms. This qualitative study seeks to gain insights into how these teachers perceive the abilities ...
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This research proposal aims to explore the perceptions of general education teachers towards children with disabilities who are integrated into general education classrooms. This qualitative study seeks to gain insights into how these teachers perceive the abilities and challenges of these children and how they believe they can best support them in their learning. The research will survey responses with a sample of general education teachers to collect data on their experiences and perspectives. The findings of this study could contribute to a better understanding of the attitudes and beliefs that inform teachers' practice towards children with disabilities in general education and inform the development of strategies to enhance inclusive education for all students.
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2023
A Qualitative Analysis of Administrative Oversight of Inclusionary Environments in Secondary Classrooms
A Qualitative Analysis of Administrative Oversight of Inclusionary Environments in Secondary Classrooms
William Jordan
The position of principal has evolved into one with many responsibilities ranging from managerial to visionary leader. Federal legislation has placed an added layer of responsibility through the implementation of Public Law 94-142 which supported social justice refor...
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The position of principal has evolved into one with many responsibilities ranging from managerial to visionary leader. Federal legislation has placed an added layer of responsibility through the implementation of Public Law 94-142 which supported social justice reforms that were meant to include students with disabilities and provide an education for them alongside their non-disabled peers. The changes brought about by this legislation and its iterations, the Individuals with Disabilities Education Act and No Child Left Behind Act, have supported inclusionary actions taken by schools and placed importance on effectiveness of the programs used to educate all students. Despite more students with disabilities being included in general education classrooms, schools still struggle with supporting effective inclusionary programs. This study conducted an exploration of a principal’s decision making processes by gathering descriptions of their background experiences, leadership, and structural management of inclusionary environments. It offers insight into what inclusionary environments look like through the eyes of the principal. Research was conducted through a case study with three principals using phenomenological techniques. This study revealed four themes that provide a vibrant description of the inclusionary environments in these principal’s buildings. The principals interviewed in this study discussed their background experiences as teachers, their professional certification coursework, leadership approaches and the structural management of inclusion. Their insight can help one to think about inclusion as they do on a daily basis.
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2020