Dissertation/Thesis Abstract

The Inclusion Process: A Case Study Investigating Teachers’ Perceptions and Attitudes Toward the Inclusive classroom
by Bruno, Paulette Addkison, Ed.D., Northcentral University, 2020, 177; 27743666
Abstract (Summary)

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.

Indexing (document details)
Advisor: Gillenwater, Cary, Fowler, Rollen
Commitee: Shriner, Michael
School: Northcentral University
Department: School of Education
School Location: United States -- California
Source: DAI-A 81/9(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Special education, Middle School education, Teacher education
Keywords: Inclusion, Middle school, Special education needs, Teacher perception
Publication Number: 27743666
ISBN: 9781658478403
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