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Inclusive Classrooms: Elementary Regular Classroom Teachers’ Perceived Stressors And Supports Needed To Effectively Teach Students With Special Needs, Nichole W. Gainey
Inclusive Classrooms: Elementary Regular Classroom Teachers’ Perceived Stressors And Supports Needed To Effectively Teach Students With Special Needs, Nichole W. Gainey
Doctor of Education (Ed.D)
The purpose of this study was to examine the relationships between the proportions of students with special needs in elementary classrooms and regular elementary teachers’ stressors and needs for professional development support. The conceptual framework for the study was derived from critical mass theory and tipping point theory. The design of this dissertation study was non-experimental survey research of a non-random, purposive sample of 52 regular elementary classroom teachers who taught students with special needs. The researcher used a broad definition of students with special needs to include those who were working on a RtI Tier 2 or Tier 3 …