Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom

<p>The purpose of this qualitative study was to examine regular education and special education teacher perceptions of inclusion services in an elementary school setting. In this phenomenological study, purposeful sampling techniques and data were used to conduct a study of inclusion in the elementary schools. In-depth one-to-one interviews with 8 participants were conducted using semistructured format.</p> <p>The 2 research questions were focused on perceptions regarding the practice of inclusion in an elementary school setting, the effectiveness of inclusion, the supports that facilitate inclusion programs, and barriers to successful incorporation of inclusion services. The findings suggest teacher recognition of barriers that interfere with their ability to meet the needs of students with special needs, an understanding that successful inclusion requires teamwork between general and special education providers, and that inclusion in the general education environment may not be appropriate for all students.</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2013

Author dc:creator

• Olinger, Becky Lorraine

• Special Education
• Inclusion
• Educational Leadership

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1179

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-2359