This study examines concerns of elementary education classroom teachers about the full inclusion of children with disabilities in the regular classroom. Five teachers were interviewed and responded to open-ended questions regarding their familiarity with the movement, training they have received, and their level of comfort with the inclusion of disabled students in their classrooms. Results indicated that the teachers have received limited information on full inclusion and disability awareness on three staff development days. Each of the teachers interviewed has had experience with full inclusion of students with physical or emotional disabilities. Teachers reported a lack of support staff and materials accompanying these students when they were placed in a regular education classroom. Teachers expressed concerns about the fiscal impact of full inclusion and issues of equity in regular education elementary school classrooms.
","abstract_html":"<p>This study examines concerns of elementary education classroom teachers about the full inclusion of children with disabilities in the regular classroom. Five teachers were interviewed and responded to open-ended questions regarding their familiarity with the movement, training they have received, and their level of comfort with the inclusion of disabled students in their classrooms. Results indicated that the teachers have received limited information on full inclusion and disability awareness on three staff development days. Each of the teachers interviewed has had experience with full inclusion of students with physical or emotional disabilities. Teachers reported a lack of support staff and materials accompanying these students when they were placed in a regular education classroom. Teachers expressed concerns about the fiscal impact of full inclusion and issues of equity in regular education elementary school classrooms.</p>","abstract_has_math":false,"creators":["Schuepbach, Susan Ellen"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1995,"date_issued":"1995-01-01T08:00:00Z","date_published":"1995-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/154","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Schuepbach, Susan Ellen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/154"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines concerns of elementary education classroom teachers about the full inclusion of children with disabilities in the regular classroom. Five teachers were interviewed and responded to open-ended questions regarding their familiarity with the movement, training they have received, and their level of comfort with the inclusion of disabled students in their classrooms. Results indicated that the teachers have received limited information on full inclusion and disability awareness on three staff development days. Each of the teachers interviewed has had experience with full inclusion of students with physical or emotional disabilities. Teachers reported a lack of support staff and materials accompanying these students when they were placed in a regular education classroom. Teachers expressed concerns about the fiscal impact of full inclusion and issues of equity in regular education elementary school classrooms.
"]},{"key":"dc:title","label":"Title","values":["Issues in Full Inclusion: Understanding Concerns of Classroom Teachers"]}]}],"canonical_facts":{"dc:creator":["Schuepbach, Susan Ellen"],"dc:description.abstract":["This study examines concerns of elementary education classroom teachers about the full inclusion of children with disabilities in the regular classroom. Five teachers were interviewed and responded to open-ended questions regarding their familiarity with the movement, training they have received, and their level of comfort with the inclusion of disabled students in their classrooms. Results indicated that the teachers have received limited information on full inclusion and disability awareness on three staff development days. Each of the teachers interviewed has had experience with full inclusion of students with physical or emotional disabilities. Teachers reported a lack of support staff and materials accompanying these students when they were placed in a regular education classroom. Teachers expressed concerns about the fiscal impact of full inclusion and issues of equity in regular education elementary school classrooms.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/154"],"dc:subject":["Education"],"dc:title":["Issues in Full Inclusion: Understanding Concerns of Classroom Teachers"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:06Z"}