Date of Conferral

5-2-2025

Date of Award

May 2025

Degree

Doctor of Psychology (Psy.D.)

School

Psychology

Advisor

Sandra Rasmussen

Abstract

A persistent problem in special education was the limited research on how teachers perceived and supported students with mild intellectual disabilities (MID) in junior grade classrooms. While inclusive education has been widely studied, few studies have addressed the specific instructional experiences of teachers working with this population. The purpose of this study was to explore teachers’ perceptions of students with MID in junior grades. A generic qualitative design was used to gain insight into teachers’ experiences and perspectives. Guided by the self-determination theoretical framework (SDT), the study explored how teachers responded to students’ needs for autonomy, competence, and relatedness in inclusive settings. Three research questions focused on teachers’ perceptions of students with MID, factors that influenced these perceptions, and how SDT principles were reflected in instructional practices. Data were collected through 11 semi-structured interviews with educators who had experience teaching students with Mild Intellectual Disabilities (MID), offering valuable insights into inclusive classroom practices. These interviews showed how teachers’ beliefs were shaped by five themes: Understanding Individual Needs, Challenges in the Classroom, Collaboration and Support, Social Connections, and Empowerment and Motivation. Insights from this study may contribute to positive social change in the development of professional training, support for stronger school-family collaboration, and inclusive practices that support all learners. These efforts may also increase academic engagement, promote autonomy, and reduce stigma for students with MID.

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