Date of Conferral
2-7-2024
Date of Award
February 2024
Degree
Ph.D.
School
Education
Advisor
Kimberley Alkins
Abstract
Early childhood inclusion classrooms are becoming more prominent, but Head Start teachers need more job training to prepare them for the diversity of students in their classrooms. The purpose of this qualitative research study was to investigate research questions about the challenges faced by Head Start inclusion teachers, the strategies they use in the classroom, and the suggestions they have for improved resources or training. The conceptual framework that guided this study was Bandura’s social learning theory, which suggested that teachers can learn through observation or modeling of others. Using a case study design, nine Head Start teachers with at least one student with an individualized education program within their classroom were interviewed. Two lesson plans per participant were collected. Data were analyzed through coding. Three themes emerged: Head Start teachers’ challenges and perceptions of working within the inclusive environment, a lack of knowledge of students with special needs, and teachers were not supported while working with these students. Although most teachers identified students who will be receiving extra assistance during different activities on their lesson plans, the accommodations were not detailed. Head Start teachers suggested smaller classrooms, extended training in specific disabilities, and resources to implement what students with disabilities need in the inclusion classroom. Understanding Head Start teachers’ challenges regarding students with special needs and their chosen strategies will allow educators to make positive social changes in the future to foster best practices.
Recommended Citation
Rinehart, Jessica, "Head Start Teachers’ Perceptions of Inclusion Classroom Challenges and Needs" (2024). Walden Dissertations and Doctoral Studies. 15463.
https://scholarworks.waldenu.edu/dissertations/15463
