Date of Conferral
7-10-2026
Date of Award
July 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Joanna Karet
Abstract
The problem addressed through this study was that general education primary teachers (GEPTs) struggled to engage students with special educational needs (SEN) in Bahamian primary inclusive classrooms (BPICs). The purpose of this qualitative study was to investigate GEPTs’ perspectives on their successes, challenges, and additional training needed to engage students with SEN in BPICs. This study was guided by universal design for learning, pioneered by Rose and Meyer, which supported an inclusive academic environment that accommodated students with SEN. For this basic qualitative design, data were collected from semistructured interviews with 10 GEPTs. Through thematic analysis, the following five themes emerged: GEPTs’ perceive (a) adaptive inclusive instruction as the foundation of student engagement, (b) experiential knowledge as the primary driver of teacher confidence and practice, (c) classroom management as relational and instructional practice, (d) structural and systemic constraints on inclusive practice, and (e) a need for sustained professional learning and collaborative support. The findings could be used by educators and policymakers seeking to strengthen inclusive practices. This study contributes to positive social change by informing the development of practical strategies that enhance student engagement in BPICs for students with SEN, thereby strengthening inclusive educational practices and potentially improving their academic outcomes.
Recommended Citation
Rolle, Zhen, "General Education Primary Teachers’ Perspectives of Inclusive Practices to Engage Students With Special Educational Needs" (2026). Walden Dissertations and Doctoral Studies. 20386.
https://scholarworks.waldenu.edu/dissertations/20386
