Exploring Early Career Public General Education K–6 Teachers’ Experiences With Their Training For Teaching Special Education Students In Inclusive Classrooms

<p>Although Canada is often regarded as a leader in inclusive education, reports note that many students’ needs remain unmet and inclusion is typically implemented by placing students in mainstream classrooms with individualized accommodations. This qualitative phenomenological study explored the lived experiences of seven early career K–6 public general education teachers in Ontario (1–4 years of practice) as they engaged in inclusive education and prepared to teach students with special needs. Participants reported that teacher preparation coursework presented inclusive models only superficially, professional development was fragmented and insufficient prompting self-directed learning and structural constraints in schools limited individualized support. Teachers described feelings of fatigue and overwhelm when meeting diverse learner needs and identified specific gaps in preparation such as requiring more practical training in adapting instruction, supporting diverse learners, and interpreting and developing IEPs. These findings indicate that despite policy-level commitments to inclusion, current teacher education and PD provide uneven and inadequate preparation for creating truly inclusive classrooms.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Author dc:creator

• Ray, Alexandra E

Contributors dc:contributor

• Jennifer Galipeau
• Jennifer DeBurro

• Inclusive classroom
• teacher preparedness
• inclusive education
• practicum teaching
• professional development
• special education
• special needs
• support
• Education

Repository record dc:identifier

https://dune.une.edu/edu_diss/69

OAI identifier oai:identifier

oai:dune.une.edu:edu_diss-1073