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.
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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Olinger, Becky Lorraine"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-08-01T07:00:00Z","date_published":"2013-08-01T07:00:00Z","updated_at":"2026-07-24T02:19:59Z","subjects":["Special Education","Inclusion","Educational Leadership"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1179","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Olinger, Becky Lorraine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-06-04T07:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-08-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special Education","Inclusion","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2359/viewcontent/OlingerB060813f.pdf","https://dc.etsu.edu/etd/1179"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
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.
"]},{"key":"dc:title","label":"Title","values":["Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom"]}]}],"canonical_facts":{"dc:creator":["Olinger, Becky Lorraine"],"dc:date.available":["2013-06-04T07:00:00Z"],"dc:date.issued":["2013-08-01T07:00:00Z"],"dc:description.abstract":["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.
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.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2359/viewcontent/OlingerB060813f.pdf","https://dc.etsu.edu/etd/1179"],"dc:rights":["Copyright by the authors."],"dc:subject":["Special Education","Inclusion","Educational Leadership"],"dc:title":["Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:19:59Z"}