Date of Conferral
2016
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Dannett Babb
Abstract
Special needs learners (SNL) under-perform on state benchmark measurements despite the efforts of general education teachers to implement inclusion effectively. Using Bandura's theory of self-efficacy as a framework, the purpose of this study was to explore perceptions toward factors for implementing successful inclusion in a high performing school. Research questions explored the perceptions regarding methodology used to implement inclusion, barriers or facilitators of the implementation process, and how inclusion affects the attitude and self-efficacy of general education teachers when teaching SNL. A qualitative case study design was applied within a purposeful sample of 5 general education teachers participating in a focus group, 1 administrator respondent for a semi structured interview, and a site improvement document analysis review. Inductively coded and themed data were compared and analyzed through HyperRESEARCH computer assisted qualitative data analysis software. Findings suggest teachers and administration perceive a lack of preparation for implementing inclusion and there is a need for improved collaboration. Data from the document analysis indicated a gap in plans for improvement specific to inclusive settings. Study results can be used to inform leadership regarding PD opportunities to support general education teachers and SNL. Based on findings, 3-day PD collaboration modules between general education and special education teachers were developed. With better collaboration and strategies for implementing inclusion, SNL can improve performance in high-stakes tests to prepare for transition beyond the public school setting.
Recommended Citation
Mckenzie, Rashelle Janine, "Perceptions of Inclusion Factors by General Education Teachers and Administrators" (2016). Walden Dissertations and Doctoral Studies. 1908.
https://scholarworks.waldenu.edu/dissertations/1908
