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Elementary School Teachers' Challeng...

Ezeh, Gloria E.,

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Elementary School Teachers' Challenges in Teaching Students with Special Needs in an Inclusion Classroom /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Elementary School Teachers' Challenges in Teaching Students with Special Needs in an Inclusion Classroom // Gloria E Ezeh.
Author:	Ezeh, Gloria E.,
Description:	1 electronic resource (191 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30570129
ISBN:	9798380612456

Elementary School Teachers' Challenges in Teaching Students with Special Needs in an Inclusion Classroom /
Ezeh, Gloria E.,

Elementary School Teachers' Challenges in Teaching Students with Special Needs in an Inclusion Classroom /Gloria E Ezeh. - 1 electronic resource (191 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Most educators have found it challenging to teach students with disabilities in an inclusion classroom when appropriate is an important objective of special education. Effective instruction of the students in the inclusion classroom should be paramount. The problem is that most general education teachers teaching inclusion classrooms face challenges that hinder them from achieving their goals. Some common challenges that teachers face are insufficient training, lack of confidence, teacher preparedness, collaboration with other teachers, and little or no professional development are a few of the factors that impede the effective teaching of special students in the inclusion classroom. This qualitative descriptive inquiry explored elementary school teachers' perceptions and challenges experienced teaching students with special needs in inclusion classrooms and how they affected academic goals and social outcomes. In answering the research questions, the study used a qualitative method and narrative inquiry design. The research participants included nine elementary school teachers from the school district. The research participants had an average of 20 years as educators. Google Analytics was used to generate graphs for data analysis. The key finding is that full inclusion claims all students with disabilities are best placed in general education classrooms with needed support, but the reverse is the case. The inclusion does not serve the best interest of the students, especially students with special needs, until the above-mentioned factors are met. Nine participant teachers lacked the resources and support to educate the students in inclusion classrooms.

English

ISBN: 9798380612456Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Inclusion classroom

Elementary School Teachers' Challenges in Teaching Students with Special Needs in an Inclusion Classroom /
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