Date of Conferral
Doctor of Education (Ed.D.)
AbstractStudents with mild disabilities are usually educated in a general education environment. However, limited research exists regarding junior high general education teachers’ perceptions of students with disabilities in the classroom. The purpose of this study was to gather junior high general education teachers’ perceptions of teaching students with disabilities in the general education classroom in both inclusion and coteaching models. In line with Bandura’s self-efficacy theory, the key research questions of this study focused on the perceptions of junior high general education teachers who teach students with mild disabilities regarding their competence and confidence to meet the needs of students with disabilities in their classrooms. The overall research design was a basic qualitative study, which included interviewing 10 junior high general education teachers who currently had students with disabilities in their classrooms. Interview data were transcribed, coded and analyzed for common themes. Participants in this study had positive perceptions of teaching students with disabilities in their classrooms, but felt they were inadequately prepared and trained to do so. This low perception of competence resulted in teachers’ lack of persistence when these students failed to accomplish goals. District leaders may be able to use results from this study as a guide to develop various support systems for general education teachers to teach students with varying abilities in their classrooms. The research could result in positive social change for all students, regardless of their abilities as the district works to support development of teachers’ self-efficacy competence and confidence to change instruction to meet all students’ individual needs.
Ablin, Carrie, "Junior High General Education Teachers’ Perceptions of Teaching Students with Mild Disabilities" (2021). Walden Dissertations and Doctoral Studies. 10080.