Rethinking the Practice of Inclusion: Challenges Middle School Teachers Encounter in Inclusion Classrooms

Autor/in	Brown, Hannah
Titel	Rethinking the Practice of Inclusion: Challenges Middle School Teachers Encounter in Inclusion Classrooms
Quelle	(2017), (135 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-1205-5
Schlagwörter	Hochschulschrift; Dissertation; Middle School Teachers; Inclusion; Special Needs Students; Disabilities; Regular and Special Education Relationship; Special Education Teachers; Phenomenology; General Education; Interviews + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Inklusion; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Allgemein bildendes Schulwesen; Allgemeinbildung; Interviewing; Interviewtechnik
Abstract	The inclusion of students with special needs in the general education classroom is challenging. Adherence to federal laws that advocate for equality in the classroom means that most contact hours for teachers working in such setting will be in classrooms consisting of both students with disabilities and their nondisabled peers. Oftentimes, these classroom settings require general and special education teachers to serve simultaneously the individualized needs of all the students. Challenges such as administrative support, collaboration, and training interfere with the implementation of an inclusive classroom. This study employed a phenomenological approach to explore teachers' challenges in the operation of inclusion in the general classroom. The researcher used an interview protocol to collect information. Data were gathered from 12 teachers who taught in inclusion classrooms in two middle schools. Findings indicated that teachers working in inclusion classrooms encounter numerous challenges. Teachers are desirous of more professional development opportunities to equip them with the needed tools and support to effect increased achievement and engagement of all learners in the inclusion classroom. Recommendations for further research include exploration of strategies school districts should use for the recruitment and placement of teachers in inclusion classrooms. In addition, identifying, developing, and implementing an action plan for team teachers that focuses on addressing the unique needs of all learners in the inclusion classroom would be beneficial. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01