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Perceptions of Secondary Education Teachers Working in an Inclusive Setting

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Date Issued:
2015
Abstract/Description:
This dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices. Students with disabilities nationwide are increasingly taught in the general education classroom in order to provide them access to their least restrictive environment and instruction of the general education curriculum. The beliefs held by teachers about students with disabilities and their inclusion in the general education classroom is one key variable to the successful inclusion as measured by student outcomes. To provide necessary support, it is imperative to understand teachers' attitude towards students with disabilities and their inclusion in the general education classroom. Based on the survey results and relevant research, the professional development framework to enhance inclusive practices was developed and will focus on three elements: (a) school culture and understanding of inclusion, (b) effective inclusive teaching strategies, and (c) collaboration models and techniques. The goal of the professional development framework is for administrators and other school leaders to provide appropriate learning opportunities for teachers to enhance their understanding of inclusion and to provide them strategies and techniques to improve student outcomes in an effort to close the achievement gap between students with and without disabilities.
Title: Perceptions of Secondary Education Teachers Working in an Inclusive Setting.
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Name(s): Pacha, Destiny, Author
Hopp, Carolyn, Committee Chair
Reyes, Maria, Committee Member
Vitale, Thomas, Committee Member
Pratt Marrett, Caroline, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices. Students with disabilities nationwide are increasingly taught in the general education classroom in order to provide them access to their least restrictive environment and instruction of the general education curriculum. The beliefs held by teachers about students with disabilities and their inclusion in the general education classroom is one key variable to the successful inclusion as measured by student outcomes. To provide necessary support, it is imperative to understand teachers' attitude towards students with disabilities and their inclusion in the general education classroom. Based on the survey results and relevant research, the professional development framework to enhance inclusive practices was developed and will focus on three elements: (a) school culture and understanding of inclusion, (b) effective inclusive teaching strategies, and (c) collaboration models and techniques. The goal of the professional development framework is for administrators and other school leaders to provide appropriate learning opportunities for teachers to enhance their understanding of inclusion and to provide them strategies and techniques to improve student outcomes in an effort to close the achievement gap between students with and without disabilities.
Identifier: CFE0006368 (IID), ucf:51495 (fedora)
Note(s): 2015-12-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): inclusion -- secondary education -- teacher perceptions -- special education -- exceptional education -- achievement gap -- students with disabilities -- professional development
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006368
Restrictions on Access: public 2016-06-15
Host Institution: UCF

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