Date of Conferral

2019

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jonah J. Eleweke

Abstract

Students with disabilities (SWDs) are being placed in inclusive settings. The problem is that in many cases, teachers who are assigned to these students may not have necessary training in special education. Lack of such teacher training can lead to deficits in learning for SWDs. The purpose of this phenomenological study was to identify secondary general education teachers' perspectives on professional development (PD) regarding teaching SWDs in inclusion classroom settings. The conceptual framework for this study was Bandura's self-efficacy construct as presented in social cognitive theory. For teachers, self-€efficacy may influence instructional practices, classroom climate, and attitudes toward educational processes. In this phenomenological study, data were gathered from 12 high school general education teachers with experience in teaching SWDs in inclusive settings using one-€on-€one interviews and a short demographic questionnaire. The first research question concerned whether general education teachers believed that PD could improve teachers-€™ performance with SWDs in inclusion settings. Results indicated that respondents generally believed that PD inclusion training was needed. The second research question concerned how PD should influence coteaching in inclusion settings. Results indicated that respondents generally believed that PD inclusion training should provide skills to allow teachers to assist special education students in inclusion settings without making them feel differentiated or singled out. In future studies, it is recommended that the sample be segmented into groups of general education teachers and special education teachers, with an equal number of each. It is also recommended that a quantitative study be initiated to examine whether the findings are confirmed with a larger population.

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