Date of Conferral

6-16-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Melissa McCart

Abstract

The problem that was addressed through this study is that educators are challenged to meet the needs of students with disabilities (SWDs) in the inclusion classrooms at a northeastern school district in New Jersey (NSD, a pseudonym). The purpose of this qualitative study was to explore educator’s experiences with the system of inclusion as well as resources needed to overcome any issues or barriers at NSD. The conceptual framework was von Bertalanffy’s systems theory. For this basic qualitative design, semistructured interviews with 13 educators that were recruited through purposeful sampling from NSD through an email sent by the director of special services. The data analysis included open coding, descriptive coding, and axial coding which resulted in the following five themes: (a) collaboration amongst educators; (b) prepare differentiated instruction; (c) professional development and training; (d) engagement with parents; and (e) evaluate progress through a flexible curriculum. The implications for positive social change are that offering educators suggestions and support when teaching SWDs in the inclusion classroom. Educators are a bit less challenged, have more energy and clarity to focus on their teaching which ultimately benefits not only their own well-being but also supports administrators through smoother operations and creates a more positive, engaging learning environment for students.

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