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Inclusion Teachers' Perceived Barrie...

Carey, Caren Renee,

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Inclusion Teachers' Perceived Barriers to Meeting the Academic Needs of Students With Disabilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Inclusion Teachers' Perceived Barriers to Meeting the Academic Needs of Students With Disabilities // Caren Renee Carey.
Author:	Carey, Caren Renee,
Description:	1 electronic resource (147 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30992353
ISBN:	9798381960112

Inclusion Teachers' Perceived Barriers to Meeting the Academic Needs of Students With Disabilities /
Carey, Caren Renee,

Inclusion Teachers' Perceived Barriers to Meeting the Academic Needs of Students With Disabilities /Caren Renee Carey. - 1 electronic resource (147 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Inclusion involves the placement of students with disabilities in the general education setting, learning alongside their nondisabled peers. Unfortunately, many inclusion teachers are often faced with challenges that impact their ability to successfully meet the academic needs of students with disabilities. The purpose of this basic qualitative study was to examine general education inclusion teachers' perceived barriers and needs regarding meeting the academic deficits of students with disabilities. Ely's conditions of change theory served as the framework to provide insight into the factors that affect the successful implementation of inclusion. The research questions focused on specific barriers that inclusion teachers perceive as interfering with their ability to meet the academic needs of students with disabilities. This study provided insight into inclusion teachers' perceived needs that may allow them to improve instructional strategies. Data were collected from semi-structured interviews with 12 general education inclusion teachers and analyzed for key themes using a priori coding. The predetermined codes were established from Ely's conditions of change theory. Results from the interviews provided research-based recommendations for schools and district leaders to integrate and improve how teachers meet the educational needs of students with disabilities. These key recommendations include increasing teachers' knowledge and skills through professional development, providing adequate resources, and time for teacher collaboration. Implications for social change include addressing teachers' perceived challenges for effective inclusion practices. This study may contribute to positive social change in the community by providing recommendations to other schools with similar concerns about what may need to occur to meet the needs of students with disabilities.

English

ISBN: 9798381960112Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Disabilities

Inclusion Teachers' Perceived Barriers to Meeting the Academic Needs of Students With Disabilities /
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520 $a Inclusion involves the placement of students with disabilities in the general education setting, learning alongside their nondisabled peers. Unfortunately, many inclusion teachers are often faced with challenges that impact their ability to successfully meet the academic needs of students with disabilities. The purpose of this basic qualitative study was to examine general education inclusion teachers' perceived barriers and needs regarding meeting the academic deficits of students with disabilities. Ely's conditions of change theory served as the framework to provide insight into the factors that affect the successful implementation of inclusion. The research questions focused on specific barriers that inclusion teachers perceive as interfering with their ability to meet the academic needs of students with disabilities. This study provided insight into inclusion teachers' perceived needs that may allow them to improve instructional strategies. Data were collected from semi-structured interviews with 12 general education inclusion teachers and analyzed for key themes using a priori coding. The predetermined codes were established from Ely's conditions of change theory. Results from the interviews provided research-based recommendations for schools and district leaders to integrate and improve how teachers meet the educational needs of students with disabilities. These key recommendations include increasing teachers' knowledge and skills through professional development, providing adequate resources, and time for teacher collaboration. Implications for social change include addressing teachers' perceived challenges for effective inclusion practices. This study may contribute to positive social change in the community by providing recommendations to other schools with similar concerns about what may need to occur to meet the needs of students with disabilities.
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