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ERIC Number: ED525169
Record Type: Non-Journal
Publication Date: 2009
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-4044-8
General Education Teachers Resistance to Teaching in Inclusion Classrooms
Sparks, Lisa J.
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
This qualitative, narrative, phenomenological interview study explored the reasons general education teachers resist teaching in inclusion classrooms. The problem researched was that general education teachers are unwilling to teach in inclusion classrooms in eastern Virginia elementary schools. Twenty participants were interviewed, textual data collected, and analyzed to discern themes developed from the QSR NVivo 7 qualitative analysis software. NVivo 7 software aided in the coding of the recorded and transcribed interviews to establish invariant constitutes. By analyzing the invariant constituents, seven highly relevant and significant themes emerged from the textured descriptions. Each theme was analyzed for phenomenological essence substantiated by the lived experiences of the teachers. Participants responded to nine research questions which identified participants meaning of inclusion, willingness to teach in an inclusion classroom, training and administrative support. The study revealed seven emergent themes: (a) inclusion includes all children (b) teachers are willing to teach in inclusion classrooms (c) teaching inclusion provided an equal opportunity (d) lack of specialized training and large classrooms (e) professional development and college courses (f) school administrators are supportive (g) acceptance of diversity in the inclusion classroom. These themes were important for understanding general education teachers' perception of inclusion and willingness to teach in an inclusion classroom. The research findings supported literature of inclusion training and teachers' perception of inclusion classrooms. Recommendations include that school administrators consider implementation special education training to general education teachers and provide co-teaching strategies and develop differentiated instruction to help all students in the inclusion classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia