General Education Teachers' Mindset on the Acceptance of Students with Significant Disabilities in Inclusive Classrooms

Autor/in	McKamey, Cari Sue
Titel	General Education Teachers' Mindset on the Acceptance of Students with Significant Disabilities in Inclusive Classrooms
Quelle	(2023), (169 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, City University of Seattle
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-1195-5
Schlagwörter	Hochschulschrift; Dissertation; Inclusion; Students with Disabilities; Teacher Attitudes; Middle School Teachers; General Education; Beliefs; Barriers; Intelligence; Program Effectiveness; Educational Practices; Self Efficacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Belief; Glaube; Intelligenz; Klugheit; Bildungspraxis; Self-efficacy; Selbstwirksamkeit
Abstract	Inclusion has been a hot topic in education since 1975 when the Education for All Handicapped Children Act was passed (Public Law 42) to ensure the educational rights of students with disabilities. A hermeneutic phenomenological approach was used to examine how general education teachers' beliefs about disability and intelligence impact their openness to providing inclusive educational opportunities for students with significant disabilities. Participants were recruited from a group of middle school general education teachers within a school district in the western United States. A survey was used to secure volunteers who were general education teachers who had taught students for at least one year. All participants took a mindset assessment and participated in an interview to discover their perceptions about inclusion, intelligence, and students with significant disabilities. The major themes noted during the interviews were (1) mindsets, (2) Factors that impact attitudes and beliefs about inclusion, (3) barriers to inclusion, (4)Beliefs about intelligence, (5) Benefits of Inclusion, and (6) Inclusive practices. Teachers with strong growth mindsets reported having slightly higher comfort levels with inclusion. These teachers also reported slightly higher confidence in the effectiveness of inclusion. Teachers with more fixed-mindset ideas indicated more fear of letting students down and less confidence in their ability to provide an adequate inclusive classroom experience. This research is valuable to school leaders and educators because it gives insight into how educators perceive inclusion of students with significant disabilities, the factors that impact teachers' comfort level with inclusion, and the supports that can be provided to increase teachers' comfort level with inclusion. School leaders, educators, and students will benefit from this study because it provides teachers' perspectives on what is needed to make inclusion successful in schools. Future researchers will benefit from the foundation set in this study and can help this literature research go forward. Given that students with significant disabilities are often still segregated decades after the IDEA (1975) legislation was enacted to ensure educational equity, it is crucial that educational professionals continue to look for ways to make inclusion the rule rather than the exception. [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	2024/1/01