NotesFAQContact Us
Search Tips
ERIC Number: ED559782
Record Type: Non-Journal
Publication Date: 2013
Pages: 229
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-2000-2
Elementary Teachers Understanding of Disability, Inclusion, and Special Education: A Phenomenographic Study
Heroux, JoDell R.
ProQuest LLC, Ph.D. Dissertation, Michigan State University
A wide range of cultural studies research have explored the impact of deeply held cultural stereotypes on stakeholders' attitudes and dispositions towards race, gender and class, which has resulted in the development of culturally responsive teaching frameworks designed to address educational inequity for diverse groups of students. Research exploring cultural stereotypes of disability however, is generally missing from the special education literature. A phenomenographic case study design was used to explore stakeholders' cultural perceptions of disability, special education and inclusion in a rural elementary school. This study involved 30 participants from various stakeholder groups. Semi-structured interviews and a researcher developed image sort were utilized to explore participants' conceptions of disability, inclusion and special education. The data revealed that the majority of participants' perceive disability to be primarily physical or visible. This is important because the majority of students found eligible for special education services have invisible disabilities such as LD, ASD, EI, ADHD, POHI, etc. These findings have significant implications for teacher practice and teacher preparation programs. [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