Middle School Teachers' Perceptions Regarding Inclusive Placement for Students with Intellectual Disabilities
Date of Conferral
10-10-2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Dr. Maureen Ellis
Abstract
Abstract In a school district in the southwestern United States, the problem that this study explored was that too many students with intellectual disabilities (ID) are placed into separate classrooms at the middle school level rather than being mainstreamed into general education classrooms. The purpose of this basic qualitative project study was to explore middle school teachers’ perceptions regarding separate classroom placement practices for students with ID. Using Festinger’s social comparison theory, the perceptions of middle school teachers, who participated in placement decision making for ID students, were explored by asking about the merits of separate classrooms and the merits of mainstream classrooms. Data were collected using semistructured interviews of 10 purposefully sampled middle school teachers who met the inclusion criteria of being special or general education teachers who worked with and participated in a committee placement meeting for students with ID. Study data was analyzed using a qualitative software program called Dedoose. Study findings indicated the following themes: (a) common practice of placing students with ID into separate classrooms, (b) teachers defer to shared norms and rely on group uniformity, and (c) teachers felt unprepared working with students with intellectual disabilities. The findings revealed the need for professional development for general and special education teachers aimed at serving students with ID in inclusive settings. The implications for positive social change include a benefit to the teachers by developing skills and a cooperative network of support for serving students with ID in more inclusive settings. Consequently, students with ID may be afforded increased access to general education classrooms in the study district.
Recommended Citation
Armstead, Kerry, "Middle School Teachers' Perceptions Regarding Inclusive Placement for Students with Intellectual Disabilities" (2023). Walden Dissertations and Doctoral Studies. 14951.
https://scholarworks.waldenu.edu/dissertations/14951
