A Qualitative Study of the Perceptions of Special Education Personnel about Inclusive Practices of Students with Disabilities

Jeanine Birdwell, Lori Kupczynski, Marie-Anne Mundy, Steve Bain

Abstract


Students with disabilities in the State of Texas are now required to participate in state wide academic assessments with passing rates tied to federal funding. This qualitative research studied the perceptions of district personnel regarding instructional practices for students with disabilities utilizing open-ended, semi-structured interviews of a principal, special education director, diagnostician, and special education teacher from each of two districts. District 1 exclusively used the inclusion model while District 2 used a combination of inclusive and pull-out programs to provide special education services. The interviews were analyzed utilizing coding which generated the following themes: the importance of positive relationships between general and special education educators and between students and teachers, individualization of the needs of each student, and the importance of the availability of resources such as appropriate staff and dedicated time on the successful implementation of inclusion.


Keywords


student disabilities; inclusion; educational resources

Full Text:

PDF

References


Aron, L., & Loprest, P. (2012). Disability and the education system. The Future of Children, 97-122.

Barnett, C., & Monda-Amaya, L. (1998). Principals' knowledge of and attitudes toward inclusion. Remedial Special Education, 19(3), 181-192.

Cook, B., Semmel, M., & Gerber, M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities: Critical differences of opinion. Remedial and Special Education, 20(4), 199-207.

Daane, C., Beirne-Smith, M., & Latham, D. (2000). Administrators' and teachers' perceptions of the collaborative efforts of inclusion in the elementary grades. Education, 121(2), 331-338.

Dieker, L. (2001). What are the characteristics of effective middle and high school cotaught teams for students with disabilities. Preventing School Failure, 46, 14-23.

DiPaola, M., Walther-Thomas, C. (2003). Principals and special education: The critical role of school leaders (Doc. No. 18-7) Gainsville, FL: Center for Personnel Studies in Special Education, University of Florida.

Farris, Troy K. (2011). Texas high school principals’ attitudes toward the inclusion of students with disabilities in the general education classroom.

(Unpublished doctoral dissertation). University of North Texas, Texas.

Federico, M., Herrold, W., & Venn, J. (1999). Helpful tips for successful inclusion: A checklist for educators. TEACHING Exceptional Children, 32(1), 76-82.

Frederickson, N., & Cline, T. (2001). Special education needs, inclusion and diversity. Buckingham: Open University Press.

Galano, Joseph A. (2012). Urban elementary school principals’ attitudes toward the inclusive environment. (Doctoral dissertation). Seton Hall University. Retrieved from Dissertation and Theses (ETD’s). Paper 1808.

Hammel, A., & Hourigan, R. (n.d.). The fundamentals of special education policy: Implications for music teachers and music teacher education. Arts Education Policy Review, 174-179.

Henning, M. B., & Mitchell, L. C. (2002). Preparing for inclusion. Child Study Journal, 32(1), 1929. Retrieved July 12, 2014, from Academic Search Premier Database.

Keefe, E., & Moore, V. (2004). The challenge of co-teaching in the inclusive classroom at the high-school level: What the teachers told us. American Secondary Education, 32(3), 77-88.

Lasky, B., & Karge, B. (2006). Meeting the needs of students with disabilities: Experience and confidence of principals. NASSP Bulletin, 90(1), 19-36.

Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal of Special Education, 30(1), 3-12.

Liston, A. (2004). A qualitative study of secondary co-teachers. Orange, CA: Argosy University.

Mastropieri, M., & Scruggs, T. (2001). Promoting inclusion in secondary classrooms. Learning Disability Quarterly, 24, 265-274.

Monsen, J., & Frederickson, N. (2004). Teachers' attitudes towards mainstreaming and their pupils' perceptions of their classroom learning environment. Learning Environment Research, 7, 129-142.

Praisner, C. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, 69, 135-145.

Ramirez, R.C. (2006). Elementary principals’ attitudes toward inclusion of students with disabilities in the general education setting. (Doctoral dissertation). Baylor University. Available from ProQuest Dissertations and Theses database. (UMI No. 3216381).

Rice, N. (2006). Opportunities lost, possibilities found. Journal of Disability Policy Studies, 17(2), 88-100.

Riehl, C. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55-81.

Ripley, S. (1997). Collaboration between general and special education teachers. ERIC Clearinghouse on Teaching and Teacher Education Washington D. C., 1-5

Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Education Needs, 9(3), 188-198.

Salend, S. (2005). Creating inclusive classrooms: Effective and reflective practices (5th ed.). Columbus, OH: Merrill.

Santoli, S., Sachs, J., Romey, E., & McClurg, S. (2008). A successful formula for middle school inclusion: Collaboration, Time and Administrative Support. Ressearch in Middle Level Education, 32(2), 1-8.

Shade, R. A., & Stewart, R. (2001). General education and special education preservice teachers' attitudes toward inclusion. Preventing School Failure, 46(1), 3741. Retrieved July 10, 2014, from Academic Search Premier Database.

Smith, Charles Watson. (2011). Attitudes of secondary school principals toward inclusion of students with disabilities in general education classes. (Doctoral dissertation). Retrieved from Electronic Theses & Dissertations (Paper 368).

Turnball III, H. (2012). Free at last: Kennedy, King, and the meaning of liberty in the disability rights movement. Research & Practice for Persons with Severe Disabilities, 37(3), 210-216.

Villa, R., Thousand, J., Nevin, A., & Liston, A. (2005). Successful inclusive practices in middle and secondary schools. American Secondary Education, 33(3), 33-50.

Worrell, J. (2008). How secondary schools can avoid the seven deadly "sins" of inclusion. American Secondary Education, 36(2), 43-56.

Yell, M. (2006). The law and special education (2nd ed.). Upper Saddle River, NJ: Merrill.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493