Theses and Dissertations
Elementary Teachers' and Principals' Concerns in the Implementation of Inclusion in a South Texas School District
Date of Award
Doctor of Education (EdD)
Dr. Shirley J. Mills
Dr. Cheryl Fielding
Dr. Eliseo Ruiz
This study addressed the in depth concerns that elementary regular education teachers, elementary special education teachers, and campus administrators in one South Texas school district have for the use or non-use of inclusionary practices as a means of educating students with special needs. These concerns that teachers and campus administrators have can influence the practice of inclusion. The purpose of this mixed methods study was to: (a) identify the levels of concern of elementary regular and special education teachers in one South Texas school district concerning the implementation of inclusion; (b) identify the levels of concern of campus administrators in one inclusive South Texas school district concerning the implementation of inclusion; (c) explore in depth the levels of concern of elementary regular education teachers who have students with disabilities integrated in their classrooms, and elementary special education teachers who are integrated into the regular education classroom concerning the implementation of inclusion; (d) explore in depth the levels of concern of campus administrators who do and do not utilize inclusionary practices in their respective campuses. While identifying levels of concern of teachers and campus leadership, this study attempted to address those concerns to determine what perceptual suggestions could improve the education of special education students that are and are not participating in inclusion as a method of education.
Arce, Lauren Y., "Elementary Teachers' and Principals' Concerns in the Implementation of Inclusion in a South Texas School District" (2017). Theses and Dissertations. 107.
Copyright 2017 Lauren Y. Arce. All Rights Reserved.