Including Differently-Abled Students in the General Education Setting: A Multiple Case Study in Rural Mississippi

Autor/in	Jackson, Jennifer Leigh Ann
Titel	Including Differently-Abled Students in the General Education Setting: A Multiple Case Study in Rural Mississippi
Quelle	(2021), (114 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6369-7
Schlagwörter	Hochschulschrift; Dissertation; Students with Disabilities; General Education; Case Studies; Rural Schools; Inclusion; Teacher Attitudes; Administrator Attitudes; Special Education; Teacher Education; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Inklusion; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerausbildung; Lehrerbildung
Abstract	The problem addressed by this study was that general educators and administrators in rural school settings are unprepared to ensure the provision of successful inclusion programs to differently-abled students, which negatively impacts rural educators' attitudes and perceptions of including differently-abled students in the general education setting. Moreover, rural administrators' insufficient knowledge of effective instructional strategies for differently-abled students reveals a critical deficiency within rural school districts, which can negatively impact inclusion. The purpose of this qualitative exploratory multiple case study was to gain a deeper understanding of how the attitudes and perceptions of general educators and administrators of rural schools regarding inclusion are affected by education and training in providing instruction for differently-abled students in an inclusive setting. Specifically, the researcher described rural general educators' and administrators' attitudes and perceptions related to the inclusion of differently-abled students in the general education classroom based on their level of education and training by reviewing data collected through one-to-one semi-structured interviews. The participants consisted of 15 general educators and two administrators from five separate schools in two different rural school districts in Mississippi. The identified research questions were utilized to create interview questions designed to explore and understand the need for professional development in rural Mississippi schools for general educators and administrators as it related to the provision of instruction to differently-abled students in the general education setting. Data analysis revealed four themes: general educators felt unprepared to provide instruction in an inclusive classroom, there were additional requirements and responsibilities associated with providing instruction to differently-abled students, general educators believed they need additional education and training, and they needed additional professional development opportunities. Results of this study revealed the importance of ongoing professional development for general educators and administrators regarding inclusive practices. The most essential need for future research is to significantly expand this study, incorporating additional participants across various areas of the United States, which will better enable researchers to determine whether the data presented in this study are generalizable and the conclusions garnered from those data valid. [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	2024/1/01