Date of Conferral

4-30-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammy Hoffman

Abstract

A state in the Pacific Northwest implemented an initiative to increase access to the general education setting for students with disabilities; however, students with disabilities continue to perform significantly below grade level standards despite the increase in inclusion. Guided by Bandura’s social cognitive theory of self-efficacy, the purpose of this basic qualitative study was to examine the perceptions of the challenges, successes, and necessary resources of eight general education teachers who teach students with disabilities in their classrooms. Semistructured interviews were conducted with eight general education teachers teaching students with disabilities in the general education setting. Thematic analysis using deductive and inductive coding was conducted to determine themes. Teachers reported that the successes of inclusion include social emotional and academic benefits, however, they acknowledge that some students may experience some social emotional challenges in the inclusion setting. Teachers indicated there are structural barriers to implementing inclusion in the classroom and they require training on implementation of inclusive strategies as well as structural and administrative support. The findings of this study informed a 3-day professional development training on inclusionary practices, addressing challenges, and structural implementation of inclusion. Improving inclusionary practices can promote positive social change by enhancing academic and social equity to support all learners and foster an inclusive school community and society.

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