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ERIC Number: ED549111
Record Type: Non-Journal
Publication Date: 2012
Pages: 206
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4972-9
El Maestro de Sala Regular de Clases Ante el Proceso de Inclusion del Nino Con Impedimento
Rosa Morales, Awilda
ProQuest LLC, Ed.D. Dissertation, Universidad del Turabo, Puerto Rico
The purpose of this research was to describe the experiences of regular class elementary school teachers with the Puerto Rico Department of Education who have worked with handicapped children who have been integrated to the regular classroom. Five elementary level regular class teachers were selected in the northwest zone of Puerto Rico who during the research had at least one handicapped child included in the regular classroom. Using the qualitative method and the case study design, the teachers participated in two semi structured interviews and two observations sessions of the class, respectively. After compiling the information, the researcher proceeded to describe, analyze and interpret the findings. From the collection of data arose topics concerning the experiences of the teachers in the classroom during the inclusion process: benefits of inclusion, attitude and disposition of the regular classroom teacher towards the inclusion process, teaching the handicapped child, training for the regular classroom teacher and the need for support. The research findings reflected that the participants considered inclusion to be a benefit for the students with and without handicaps, and for the teachers themselves. However, they stated having difficulty with adapting the curriculum and planning lessons that are appropriate for the handicapped child; they did not feel prepared for the inclusion process and felt they lacked support during the process. They felt that the teacher's attitude was a determining factor in their own performance and the handicapped child's learning experience. Chapter V describes the conclusions of the study, as well as the recommendations that arose from the findings. This research used the postulates of the Russian psychologist Lev Vygotsky as the theoretical framework. Vygotsky states that handicapped children can develop just like other children and can become whole and complete humans with full participation in society. [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: Puerto Rico