Understanding the Barriers of General Education Teachers Implementing Inclusive Practices

Author

Sonya Garrette Woodfork, Abilene Christian UniversityFollow

Campus Location

Dallas Campus (Online)

Date of Award

11-2024

ORCID

https://orcid.org/0009-0003-7372-4608

Document Type

Dissertation

Department

Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Julie M. Lane

Second Committee Member or Secondary Advisor

John Harrison

Third Committee Member or Committee Reader

Tracy Spencer

Abstract

The inclusion of students with disabilities has become more prevalent in general education classrooms advocating for children to be educated in the least restrictive environment. This participatory action research aimed to investigate the effects of general education teachers’ lack of sufficient preservice training and attitudes on learning outcomes for children with special needs placed in inclusive learning environments. The participatory action research took place on one elementary and one early childhood campus. Data collection methods took place via triangulation using data from interviews, journals, and surveys. There are many barriers to successfully implementing inclusion in general education classrooms. This study aimed to allow teachers to express their thoughts and ideas regarding such implementation as well as to discuss the methods for implementing change in preservice training programs as well as in schools and districts. The study also aimed to gain the perspective of administrators, and the level of support required to facilitate change. Keywords: differentiated instruction, inclusion, Individualized Education Plan (IEP), Individuals with Disabilities Education Act (IDEA), LRE, social development theory

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Woodfork, Sonya Garrette, "Understanding the Barriers of General Education Teachers Implementing Inclusive Practices" (2024). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 837.
https://digitalcommons.acu.edu/etd/837