Very often, students with special education needs are being placed in classrooms where teachers believe they are not prepared to teach and manage classrooms in the inclusive environment. This qualitative study was designed to examine the perceptions of general education teachers, with up to five years’ experience, who teach students with special education needs in the inclusive environment. The purpose of this qualitative case study was to examine the perceptions of general education teachers who teach inclusion classes about students with SEN and the inclusion practice. The theoretical framework was based on Bandura’s self-efficacy theory. There were 15 teachers interviewed, observed, and who journaled their thoughts about the inclusion process in their schools. The Nvivo12 Plus data analysis system was used to analyze data from all collection methods. Participants were asked about their experiences, their instructional and behavioral strategies, and their specific needs to improve the inclusive environment. Participants stated that the roles and responsibilities of teachers of students with special education needs in the inclusive classrooms impacted their perceptions as well as the instructional and behavioral needs of the students. Participants identified training needs and support from the administration as factors that could improve their perceptions. By understanding the perspectives of these teachers; schools, districts, and colleges could assist with training to improve the perspectives of new teachers.
|Advisor:||Gillenwater, Cary, Fowler, Rollen|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/9(E), Dissertation Abstracts International|
|Subjects:||Special education, Middle School education, Teacher education|
|Keywords:||Inclusion, Middle school, Special education needs, Teacher perception|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be