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Dissertation/Thesis Abstract

Teachers’ Perceptions of Development for Differentiated Instruction in Inclusive Classrooms: A Qualitative Exploratory Case Study
by Hills, Diane Cartwright, EDD/CI, University of Phoenix, 2020, 144; 28323419
Abstract (Summary)

Teachers struggle to provide stimulating academic support for some students in inclusion classrooms (Chitiyo & Brinda, 2018). Inclusion is the instruction of students considered deficient in certain skills and abilities associated with academic achievement. The students, referred to as special education, learn along with their non-special education counterparts in minimally restrictive environments (Dudley-Marling & Burns, 2014). The learners with dissimilar traits due to psychological, behavioral, social, academic, and physical differences create challenges for many educators (Moore, Ford, & Milner, 2005; Van Tassel-Baska, 2018) because the students require explicit teaching approaches for educational success (Steenbergen-Hu & Olszewski-Kubilius, 2017). Professional development of teachers in undergraduate school minimizes disengagement because the skillful utilization of curriculum to differentiated instruction occurs during pre-service activities (Van Tassel-Baska, 2018). The know-how requires attention to undergraduate developmental processes during pre-service training and in-service classroom supervision (Alila, Maatta, & Uusiautti, 2016; McElwee, Regan, Baker, & Weiss, 2018). To gain the perceptions of teachers about their pre-and in-service professional development for inclusion classrooms, a qualitative exploratory case study was conducted on teaching general education students using both special and general education teachers as subjects. Based on the analysis of the data, a major constant was that professional development for pre-service teachers lacks specificity for inclusion because of the all-encompassing nature of their students’ characteristics. Information obtained from this study can assist public school leaders, practitioners, and policymakers to consider future higher education program reforms in the light of inclusion, so teachers are prepared to effectively disseminate lessons.

Indexing (document details)
Advisor: Sessoms-Penny, Sandra
Commitee: Bachand, Jeannie, Gordon, Pamela
School: University of Phoenix
Department: School of Advanced Studies
School Location: United States -- Arizona
Source: DAI-A 82/9(E), Dissertation Abstracts International
Subjects: Education, Curriculum development, Instructional Design
Keywords: Inclusion classrooms, Pre-service teachers, Professional Development, Integrated Co-Teaching
Publication Number: 28323419
ISBN: 9798597007465
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