Perceptions of Inclusion Factors by General Education Teachers and Administrators

Perceptions of Inclusion Factors by General Education Teachers and Administrators by Rashelle J. McKenzie MS, Walden University, 2010 BS, University of Oklahoma, 1991 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February, 2016 Abstract Special needs learners (SNL) underperform on state benchmark measurements despite the efforts of general education teachers to implement inclusion effectively. Using Bandura’s theory of selfefficacy as a framework, the purpose of this study was to explore perceptions toward factors for implementing successful inclusion in a high performing school. Research questions explored the perceptions regarding methodology used to implement inclusion, barriers or facilitators of theSpecial needs learners (SNL) underperform on state benchmark measurements despite the efforts of general education teachers to implement inclusion effectively. Using Bandura’s theory of selfefficacy as a framework, the purpose of this study was to explore perceptions toward factors for implementing successful inclusion in a high performing school. Research questions explored the perceptions regarding methodology used to implement inclusion, barriers or facilitators of the implementation process, and how inclusion affects the attitude and self-efficacy of general education teachers when teaching SNL. A qualitative case study design was applied within a purposeful sample of 5 general education teachers participating in a focus group, 1 administrator respondent for a semi structured interview, and a site improvement document analysis review. Inductively coded and themed data were compared and analyzed through HyperRESEARCH computer assisted qualitative data analysis software. Findings suggest teachers and administration perceive a lack of preparation for implementing inclusion and there is a need for improved collaboration. Data from the document analysis indicated a gap in plans for improvement specific to inclusive settings. Study results can be used to inform leadership regarding PD opportunities to support general education teachers and SNL. Based on findings, 3day PD collaboration modules between general education and special education teachers were developed. With better collaboration and strategies for implementing inclusion, SNL can improve performance in high-stakes tests to prepare for transition beyond the public school setting. Perceptions of Inclusion Factors by General Education Teachers and Administrators by Rashelle J. McKenzie MS, Walden University, 2010 BS, University of Oklahoma, 1991 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February, 2016 Dedication I dedicate this study to all teachers with a passion for teaching that search incessantly for ways to reach students with special needs and to the children waiting to become something. Acknowledgments Above all I thank my husband, Justin, for his enduring love and belief that I am capable. You are my mentor for all things Word. You have never doubted me and for that I am grateful. I would not have completed this without you. To my children Chris, Ian, Alec, Orion, and Sam – you give me the drive to live every day to be better and do better. You are every reason that I have strength to move forward with my visions to improve society for those often ignored. I love you all so much for being my reason to try. Mom – I wish you were here, because I did it. You knew I would. To a legend I know is real and to my greatest fan, Dad, I love you for your unwavering support. To grandma – that “someday” finally came and now we can all breathe. Thank you for sharing it with me every step of the way. To Ashly – you are my reliable sounding board and I am thankful for your wisdom.