Year

2023

Season

Fall

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Curriculum and Instruction (EdD)

Department

Leadership, School Counseling & Sport Management

NACO controlled Corporate Body

University of North Florida. Department of Leadership, School Counseling & Sports Management

First Advisor

Dr. David Hoppey

Second Advisor

Dr. Pamela Williamson

Third Advisor

Dr. Amanda Kulp

Fourth Advisor

Dr. Megan McMillan

Abstract

This study examined teachers’ perceptions of inclusive classrooms. The specific areas of focus were analyzed by comparing demographic characteristics of the responding teachers to survey questions from the adapted Teachers Attitude towards Inclusive Education (TAIS) in order to determine how teachers perceive inclusive classrooms, how prepared they feel to teach in inclusive classrooms, and if there is any correlation between the workload of the teachers and their perception of inclusive classrooms. Data was collected through a survey completed by 480 teachers from a large, diverse, public school district in Northeast Florida. The findings of this study indicate that these teachers have a neutral to positive perception of the concept of inclusive classrooms but do not feel adequately prepared for the reality of teaching and supporting students with disabilities in their inclusive classrooms. A significant difference was noted in the number of special education college classes and professional development hours in special education. Results also suggested that while the type of teacher, years of teaching experience, number of students with disabilities the teacher serves each day, and the amount of support facilitation services a teacher receives each day are not significantly related to the teacher’s perception of the inclusive class, that the workload of the teacher in an inclusive classroom is significantly related to a teacher’s perception of the inclusive classroom. Implications for changes in teacher preparation programs and professional development in the area of special education are discussed, as are the importance of collaboration and available resources for teachers in inclusive classrooms.

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