Publication Date

8-31-2012

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2012.6

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Ronald Morgan

Committee Members

Ron Williams

Philip Mirci

Keywords

education; critical theory; inclusion; mainstreaming; RSP; SDC

Disciplines

Educational Leadership | Special Education and Teaching

Abstract

For the past several decades, educators have implemented the practice of placing students identified as special education into general education classrooms. This practice, now known as inclusion, was once called mainstreaming. Since its origin, the inclusive model has been widely debated and at times opposed. This qualitative, phenomenological study examined the perceptions of 10 general education teachers who taught special needs students in their general education classrooms. Nvivo 9, a qualitative research tool was used to code and analyze data which led to the emergence of six themes. These six themes identified areas of effectiveness in implementing inclusive programs as well as offered suggestions for educators to potentially increase the positive impact inclusive classrooms may have for all students.

Comments

© 2012 Antonio Mejico Jr.

All Rights Reserved

ISBN: 9781267513472

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