Content area
Abstract
The problem addressed by this qualitative phenomenological study was teachers’ perception of inclusion and the negative impact their efficacy can have on the development of an inclusionary learning environment that supports the academic and social progress of students’ with disabilities in a general education learning environment. Special education students are directly impacted by the quality of inclusive, general education classrooms led by effective classroom teacher. The purpose of this qualitative phenomenological study was to examine the attitudes, beliefs and perceptions of secondary, general education teachers regarding the inclusion of students with disabilities in the general education setting. Ultimately, the examination of these specific dispositions determines to what degree learning expectations impact an inclusionary learning environment. The works of Dr. Albert Bandura and Dr. Susan Hart were the foundation for the theoretical framework of this study. Both psychologist theorize that childhood behaviors evolve through the observation of others, such as interactions with parents, teachers and peers. The study was qualitative in nature and phenomenological designed to personally focus on individual experiences that influence inclusive classroom practices. The design of this study was centered on a virtual, 21-question semi-structured interview that took place with ten secondary general education teachers from an urban-fringe district. The study was designed using a thematic analysis data coding process. This process provided me the opportunity to identify different themes and relationships that emerged during the data collection process. The results of the study show that the general education teachers believe in the inclusion of students with disabilities in general education, but lack the efficacy to implement this process because of lack of funding, quality of support staff and time to collaboratively plan with special education teachers. In order to improve practices within this district, it is recommended that the district provide more time for collaboration through flexible scheduling; develop an equity-focused professional development plan; and increase funding for support through grant opportunities. To deepen this research, future studies should utilize a larger sample size that expands K-12, include surrounding school districts to compare inclusive learning models, and narrow the research to specific disability labels as they related to teacher dispositions towards inclusion.
