Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Robert Flanders

Abstract

The research problem explored elementary administrators in a southern school district in Georgia who experienced challenges supporting teachers’ implementation of inclusion strategies to support the academic needs of students with disabilities (SWDs) in general education classrooms. The purpose of this basic qualitative study examined administrators’ challenges and teachers’ support with the implementation of inclusion strategies for SWDs. The conceptual framework that grounds the research included Fullan’s six secrets of change and Burns’ transformational leadership theory. The basic research qualitative research design used semi-structured interviews with five elementary administrators through purposeful sampling. Data analysis involved notes, NVivo 12 software, audio, and codes that aligned with a theme that was assigned to each participant. Member checking was completed, the NVivo 12 software was reviewed and began the thematic analysis. Research findings revealed the need for more administrative support and appropriate professional development opportunities to promote a culture change and strengthen inclusionary practices. The challenges for administrators include time to monitor inclusionary programming, preparedness for SWDs, and finding the time to implement effective strategies for SWDs, while the primary challenge is in implementing and monitoring resources and professional development for inclusion more appropriately. This study contributed to positive social change by exploring the challenges administrators face who support SWDs and has the potential to increase academic classroom performance and the scores and percentages of SWDs by implementing effective inclusionary practices in general education classrooms.

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