A Descriptive Analysis of Students with Disabilities' Experiences in an Inclusive Setting: A Phenomenological Study of Belonging and Self-Esteem

Autor/in	Konecni-Upton, Gail
Titel	A Descriptive Analysis of Students with Disabilities' Experiences in an Inclusive Setting: A Phenomenological Study of Belonging and Self-Esteem
Quelle	(2010), (194 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-3933-6
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Disabilities; Comparative Analysis; Student Experience; Attitudes toward Disabilities; Inclusion; Interviews; Secondary School Students; Professional Development; Regular and Special Education Relationship; Interpersonal Relationship; Educational Legislation; Phenomenology; Data Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Handicap; Behinderung; Studienerfahrung; Inklusion; Interviewing; Interviewtechnik; Sekundarschüler; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsrecht; Schulgesetz; Phenomenological psychology; Phänomenologie; Psychologie; Auswertung
Abstract	A sense of belonging is critical in the development of positive self-worth, the enhancement of social skills, and the definition of one's role in society. The purpose of this study was to explore and describe students with disabilities' perceptions of belonging and self-esteem in an inclusive classroom community by addressing a gap in practice relating to the role of self-esteem in successful inclusion. Theories of belonging by James, Maslow, Baumeister, and Leary, and theories of community by Dewey, Buber, and Noddings provided the theoretical frameworks for this research. Students were asked to describe their lived experiences within an inclusive classroom, their sense of belonging, and how their perceptions of belonging influenced their self-esteem. Individual interviews were conducted with 7 secondary students with disabilities. Data were analyzed using Moustakas' modification of the Van Kaam method. Salient themes were identified from students' perceptions of belonging and self-esteem. Students with mild disabilities reported feeling a sense of belonging, while students with more challenging disabilities did not. Recommendations include professional development for general education teachers to assist them in developing responsible inclusion programs. The findings from this study can foster positive social change by informing teachers of their role in promoting students with disabilities sense of belonging and self-esteem within the classroom community by developing positive social relationships and modeling acceptance of diversity. Knowledge and understanding of students' perceptions of belonging and self-esteem may improve students with disabilities social skills and the ability to contribute to society as originally envisioned by special education law. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800)1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10