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ERIC Number: ED552162
Record Type: Non-Journal
Publication Date: 2012
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-9633-9
ISSN: N/A
Inclusion of Middle School Students with Visual Impairments in the General Education Classroom
Saunders, Anthony L.
ProQuest LLC, Ed.D. Dissertation, California Lutheran University
This qualitative case study was conducted to examine the perceived challenges faced by students with visual impairments and the methods used by general education teachers at one middle school to create an academic and socially inclusive classroom environment. Public Law 94-142, which required students with disabilities to receive a free and public education in the least restrictive environment, ushered in an era of education for students who earlier would have been denied such an opportunity. A review of current literature identified challenges to inclusion such as teacher preparation, the need for educational specialists, and associated practical implications. Surveys provided information on the educational background and experience of the study participants. Interviews and classroom observation visits provided data pertaining to perceived challenges and the efficacy of the methodologies to overcome them. From this data, five themes emerged: (a) teacher training and education, (b) resources, (c) detail work, (d) pacing with peers, and (e) shyness. The study findings associated with these themes can be used to improve general education teachers' professional practice. The study concluded that while inclusion might not be easy to achieve, it can be an achievable goal. For this to happen, a number of things must occur: teacher preparation programs should require more than an introductory special education course, and general education teaching candidates should be required to take an additional class that focuses on the needs of students with visual impairments and other low-incidence disabilities. At the school site, the educational specialists and general education teachers must actively collaborate to meet the needs of the students with visual impairments. When this occurs, inclusion can become more than a mandated concept; it can become a reality. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A