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Perceptions Of Educators Teaching Inclusion Classes In An Urban Secondary Environment, Nicole Bellomo
Perceptions Of Educators Teaching Inclusion Classes In An Urban Secondary Environment, Nicole Bellomo
CUP Ed.D. Dissertations
School systems across the United States have integrated students with disabilities into the general education classroom creating an inclusive environment where general and special education students can learn side by side. Within the inclusion classroom, general education and special education teachers collaborate to design and implement instruction for all student learners. Therefore, it is critical to understand the attitudes of general and special education teachers and reveal the factors that influence the beliefs they hold regarding the inclusion classroom. The beliefs held by inclusion teachers are a crucial factor to the success of students with disabilities in the inclusion setting …
Leading Through Ambiguity: A Phenomenological Examination Of Chief Diversity Officers, Shawn L. Washington
Leading Through Ambiguity: A Phenomenological Examination Of Chief Diversity Officers, Shawn L. Washington
CUP Ed.D. Dissertations
The purpose of this phenomenological study is to explore the experiences of chief diversity officers (CDOs) with leading through ambiguity in their roles. It is critical to provide support and structure to senior-level administrators leading diversity efforts at colleges and universities. “Ambiguity,” for the purposes of my study and main research question, relates to a CDO’s experience with an ill-defined organizational structure that governs their role. A qualitative phenomenological study was employed to document the experiences of 14 CDOs in higher education. Open-ended interviews facilitated capturing the essence of the lived experiences of CDOs leading despite the ambiguity in their …
How Career And Technical Education Teachers’ Attitudes And Perceptions Of Students With Disabilities Influence Inclusion In Career And Technical Education Courses, Theresa M. Cortney
How Career And Technical Education Teachers’ Attitudes And Perceptions Of Students With Disabilities Influence Inclusion In Career And Technical Education Courses, Theresa M. Cortney
CUP Ed.D. Dissertations
This qualitative case study investigated how the attitudes and perceptions of Career and Technical Education (CTE) teachers toward students with disabilities influenced inclusion in CTE courses. The purpose of this study was to explore how positive or negative experiences of CTE teachers toward students with disabilities impacted the number of students accessing CTE courses. Fifteen high school CTE teachers, along with a focus group of six high school CTE teachers were interviewed. Results of this study revealed that despite positive attitudes toward inclusion in CTE courses, CTE teachers felt unsupported by special education and reported they felt CTE was being …
Utilizing The Universal Design For Learning Model To Improve Educational Environments In Secondary Inclusive Classrooms, Robyn A. Delahunt
Utilizing The Universal Design For Learning Model To Improve Educational Environments In Secondary Inclusive Classrooms, Robyn A. Delahunt
CUP Ed.D. Dissertations
This purpose of this case study was to explore the potential reasons why secondary teachers are resistant to working in inclusive programs, as well as to discover barriers to inclusion so that those obstacles can be addressed and rectified by those who make meaningful, relevant, and holistic educational changes, leading to improved classroom experiences for all parties within inclusive settings. The pre-research prediction that barriers to inclusion revolve around instructional differentiation, increased responsibilities, and additional work load were correct as they relate to the teacher identified obstacles of lack of support and lack of training, with most participants agreeing that …