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ERIC Number: ED555806
Record Type: Non-Journal
Publication Date: 2013
Pages: 90
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-0118-0
Elementary Teachers' Perspectives of Inclusion in the Regular Education Classroom
Olinger, Becky Lorraine
ProQuest LLC, Ed.D. Dissertation, East Tennessee State University
The purpose of this qualitative study was to examine regular education and special education teacher perceptions of inclusion services in an elementary school setting. In this phenomenological study, purposeful sampling techniques and data were used to conduct a study of inclusion in the elementary schools. In-depth one-to-one interviews with 8 participants were conducted using semistructured format. The 2 research questions were focused on perceptions regarding the practice of inclusion in an elementary school setting, the effectiveness of inclusion, the supports that facilitate inclusion programs, and barriers to successful incorporation of inclusion services. The findings suggest teacher recognition of barriers that interfere with their ability to meet the needs of students with special needs, an understanding that successful inclusion requires teamwork between general and special education providers, and that inclusion in the general education environment may not be appropriate for all students. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A