Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2013
Committee Chair or Co-Chairs
Dr. Eric Glover
Committee Members
Dr. Virginia Foley, Dr. Arnold Nyarambi, Dr. Pamela Scott
Abstract
The purpose of this qualitative study was to examine regular education and special education teacher perceptions of inclusion services in an elementary school setting. In this phenomenological study, purposeful sampling techniques and data were used to conduct a study of inclusion in the elementary schools. In-depth one-to-one interviews with 8 participants were conducted using semistructured format.
The 2 research questions were focused on perceptions regarding the practice of inclusion in an elementary school setting, the effectiveness of inclusion, the supports that facilitate inclusion programs, and barriers to successful incorporation of inclusion services. The findings suggest teacher recognition of barriers that interfere with their ability to meet the needs of students with special needs, an understanding that successful inclusion requires teamwork between general and special education providers, and that inclusion in the general education environment may not be appropriate for all students.
Document Type
Dissertation - unrestricted
Recommended Citation
Olinger, Becky Lorraine, "Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom" (2013). Electronic Theses and Dissertations. Paper 1179. https://dc.etsu.edu/etd/1179
Copyright
Copyright by the authors.