Date of Conferral

3-6-2024

Date of Award

March 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Yarosz

Abstract

Since the start of the full inclusion movement, K–2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K–2 teachers’ perspectives on having a broad range of students with disabilities in inclusive classrooms, along with what barriers and facilitators K–2 teachers describe as affecting their ability to manage behaviors in the classroom. M.A. Barnes’ inclusive education conceptual framework supported and guided the research study and data analyses. The sample for this study was 12 K–2 general education teachers (a) who were licensed general education teachers, (b) who have taught for at least one year in an inclusive setting, and (c) who had previously worked with or have worked with students with emotional behavior disorders. Data were collected by asking specific interview questions to address each research question and used audio recording and open coding of the verbatim transcribed interview contents. A thematic analysis of interview data was conducted using NVivo 14. K–2 teachers believe they need classroom management strategies, evidence-based practices, and teaching practices to minimize the effects of disruptive behaviors in inclusive classrooms. K–2 teachers describe the loss of instruction time, professional development, teacher collaboration, teacher efficacy, and teacher preparation as barriers affecting their ability to manage behaviors in the classroom. This study can lead to positive social change by providing teachers with practical, research-based, and high-quality coaching to manage students’ challenging behaviors in inclusive classrooms.

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