Date of Conferral

3-13-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James Crosby

Abstract

Students with disabilities have many diverse needs that must be met for them to thrive academically and socially. The problem that was addressed in this study was that general education teachers experience challenges to meet the needs of students with disabilities in an inclusive classroom. The purpose of this qualitative study was to explore general education teachers’ perceptions on the challenges of meeting the needs of students with disabilities in an inclusive classroom setting as well as their suggestions for improved training and resources. The conceptual framework that grounded this study was Rose and Meyer’s universal design for learning. For this basic qualitative design, interviews with 14 general education teachers in the United States were conducted. Saldana’s three-cycle coding revealed the following themes: Teachers feel challenged by the abundance of diverse needs and modifications for students with disabilities and a lack of resources, training, and support for special education students. Also, general education teachers would feel more supported with stronger support both in and out of the classroom as well as stronger communication with the families of students with disabilities and special education experts. These results may promote positive social change as they could be used to enhance general education teacher training and continued support, including more co-taught classrooms and professional development opportunities focused on best meeting the diverse needs of students in inclusive classrooms. With stronger teacher training and support, all students, regardless of their disabilities, could receive a strong education that will allow for more opportunities in the future.

Download

Share

 
COinS