Dissertation/Thesis Abstract

Inclusive Classrooms: A Basic Qualitative Study of K-8 Urban Charter School Teachers
by Williams, Regina N., Ph.D., Capella University, 2017, 145; 10622308
Abstract (Summary)

The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended by their principal as being skillful at improving engagement and learning for students with disabilities. Interviews and observations were used to gain insight on the specific techniques, strategies, and processes being utilized by charter school teachers. During interviews, teachers communicated a variety of ways in which achievement and engagement are promoted in their inclusive classrooms. Differentiation, collaboration, flexibility, offering choices, and group work were common themes communicated by teachers in regards to the practices and procedures that proved most beneficial in promoting achievement and engagement for students with disabilities.

Indexing (document details)
Advisor: Young, Lynn
Commitee: Gaddy, Stephanie, Smith, Amy, Williamson, Amy
School: Capella University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Educational administration, Special education
Keywords: Charter school, Engagement, Inclusion, Learning, Urban
Publication Number: 10622308
ISBN: 9780355229219
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