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ERIC Number: ED599309
Record Type: Non-Journal
Publication Date: 2017
Pages: 120
Abstractor: As Provided
ISBN: 978-0-4389-8111-9
ISSN: EISSN-
EISSN: N/A
Experiential Perspectives of Teachers in an Inclusive Classroom
Nwadinobi, Evelyn
ProQuest LLC, Ed.D. Dissertation, Concordia University (Oregon)
Inclusive educational settings have become the norm as schools aim to educate disabled students in environments least restrictive to their development (U.S. Department of Education, 2004). This study was conducted in order to assess teacher perceptions of inclusion academically, socially, and behaviorally for general and special education students. Informed by sociocultural theory (Vygotsky, 1978), and integrated threat theory (Bustillos & Silvan-Ferrero, 2013), this research aimed to give voice to those most instrumental in implementing inclusion successfully and effectively. Utilizing open-ended interviews and qualitative analyses coded by Excel and NVivo software, the study discovered that teacher participants perceived the main benefit of inclusion to be the provision of leadership training and sensitivity for general education students and feelings of acceptance amongst special education students. However, teachers reported that the negative impacts of inclusion include more frequent incidents of disruptive behavior causing distraction from learning as well as more stringent academic standards and increased instances of bullying for the special education students. Key suggestions provided by participants included a need for additional training for teachers on co-teaching methods and special education student sensitivity. The participants also reported the necessity of smaller class sizes and a desire to return to the traditional classroom environment. This study benefits the educational community by revealing the necessity of special-education training workshops and support personnel to ease the integration of inclusive classrooms for both students and teachers. Implementation of such policy changes will make the perceptions of educators tangible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A