Date of Award
Spring 5-1-2024
Document Type
Dissertation
Degree Name
Doctor of Education
Department
School of Education
First Advisor
Dr. Peggy Hickman
Second Advisor
Dr. Priscilla Jeter-Iles
Third Advisor
Dr. Joshua Kivuva
Abstract
This qualitative case study explores the intricate dynamics between regular education teachers, special education teachers, and administrators within the context of inclusive education and was guided by three research questions: (1) What is the existing relationship between regular education and special education teachers? (2) What role do administrators play in fostering collaborative relationships between co-teachers? (3) How does this relationship impact inclusive practices for students with special needs? Data were collected through a survey, one-on-one interviews, and focus group discussions, revealing three primary themes: leadership and direction, training, and challenges.
The findings highlight the critical role of leadership in shaping inclusive practices within schools. Effective leadership fosters a collaborative culture, clarifies roles, and establishes accountability mechanisms for both regular and special education teachers. The study also emphasizes the need for ongoing professional development tailored to address the unique needs of teachers and promote effective instructional practices. However, the study also identifies significant challenges such as time constraints, scheduling issues, and perceived inadequacies in collaboration. Addressing these challenges requires a multifaceted approach involving structural reforms, resource allocation, and ongoing support from school leadership.
These findings have important implications for educators, administrators, policymakers, and other stakeholders interested in fostering inclusive practices. By understanding and addressing these factors influencing the relationship between general and special education teachers, schools can create environments that promote collaboration, support diverse learners, and ultimately enhance student outcomes. Future research should continue to examine these themes to deepen our understanding and work towards creating a more supportive and inclusive learning environment for all students.
Recommended Citation
Segers, Jury, "Perceptions of Teachers and Administrators on Inclusive Practices for Students with Special Needs" (2024). Graduate Theses & Dissertations. 41.
https://scholarworks.arcadia.edu/grad_etd/41
Included in
Disability and Equity in Education Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons, Secondary Education Commons, Secondary Education and Teaching Commons, Special Education Administration Commons, Special Education and Teaching Commons, Urban Education Commons