Date of Conferral
8-12-2026
Date of Award
August 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Denise Uehara
Abstract
The problem that was addressed through this study is that elementary teachers encounter challenges to meet the diverse needs of students with disabilities (SWDs) in Georgia’s general education classrooms, despite policy mandates requiring inclusive education. Grounded in Ajzen’s theory of planned behavior, the purpose of this basic qualitative study was to explore elementary teachers’ perceptions of the challenges they face and the resources and supports recommended to teach SWDs in general education classrooms. Data were collected through semistructured interviews with 10 elementary general education teachers and analyzed using thematic analysis with the following six themes emerging: Teachers noted (1) instructional challenges related to differentiation; (2) limited planning time and increased workload; (3) distractions through student behavioral challenges; (4) the need for collaboration; (5) the need for ongoing professional learning; and (6) the need for adequate resources and administrative support. The findings indicate that strengthening collaboration, professional development, staffing, and instructional supports may improve teachers’ capacity to implement inclusive practices. The implications for positive social change are that school leaders could provide teachers with not only policy but also knowledge, resources, collaboration, and support needed to ensure that every student has equitable access to high-quality learning and the opportunity to reach their full potential. Ultimately, allowing all students to become functioning individuals capable of contributing to society.
Recommended Citation
Rathburn, Mackenzie, "Elementary Teachers’ Perceptions about Teaching Students with Disabilities in the General Education Classroom" (2026). Walden Dissertations and Doctoral Studies. 20680.
https://scholarworks.waldenu.edu/dissertations/20680
