Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion

<p>The purpose of this study was to explore regular education teachers’ perceptions of inclusion. The participants of this study were K-12 regular education teachers located in Tennessee’s First region. Specifically, this research explored (1) perceptions of the impact of inclusion on instructional strategies, (2) perceived level of preparedness to effectively teach students with disabilities (3) professional development needs of regular education teachers instructing students with disabilities, and (4) collaborative relationships between regular and special educators. The data sources analyzed consisted of a survey design using a 4-point Likert scale. Each research question had a corresponding null hypothesis. Each research question was analyzed using a single sample t-test with mid-point of the scale (2.5) as the value representing neutrality. All data were analyzed at the .05 level of significance. Findings indicated that participants’ overall perceptions of inclusion were significantly positive.</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

• Myers, Mindy D, Mrs.

• Special Education
• Inclusion
• Educational Leadership

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/2266

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-3378