Strategies to Promote Inclusion in a Rural High School: A Qualitative Case Study

Autor/in	Dekoski, Karen Marie
Titel	Strategies to Promote Inclusion in a Rural High School: A Qualitative Case Study
Quelle	(2023), (109 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6206-9
Schlagwörter	Hochschulschrift; Dissertation; Inclusion; Students with Disabilities; Rural Schools; School Culture; Self Efficacy; Teacher Attitudes; Psychological Patterns; Case Studies; Educational Benefits; Special Needs Students; Budgets; Barriers; Special Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulkultur; Schulleben; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Case study; Fallstudie; Case Study; Bildungsertrag; Sonderpädagogischer Förderbedarf; Finanzhaushalt; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The problem investigated in this study was the struggle of rural schools to successfully implement inclusion due to limited financial resources. The purpose of this qualitative case study was to examine strategies to promote inclusion in a rural school district despite limited financial resources. Self-efficacy theory and school climate theory were explored during this case study. Teachers' perceptions were that they felt more confident teaching in an inclusion classroom when they had high self-efficacy. When the teachers had a positive working relationship the students and teachers appeared to be happy and confident in the classroom. When rural schools have a limited budget and cannot successfully implement inclusion, this can decrease benefits for special education students. Data from nine participants, consisting of teachers and parents, were collected through interviews and focus groups. The data were coded and analyzed for common themes using NVivo. Five common themes were developed answering two research questions. Research Question 1 asked: What are the parents' perceptions of special education students and teachers on strategies that can be used to promote inclusive classrooms? With the themes of differentiated instruction, not enough common planning time, and knowing your students, RQ1 was answered. Research Question 2 asked: What are the ways to overcome financial limitations for inclusion in rural schools? With the themes of spending time outside of school hours looking for resources and grant writing/fundraising/volunteers, RQ2 was answered. Throughout the research, it was evident that teachers and parents want inclusion in the rural school district to be successful. Due to limited funding, a recommendation is that the school district finds creative ways to fund inclusion in order for the students to be successful. [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