Special Education and Teaching Commons^™

Preparing General Education Teachers For Implementing Accommodations In Inclusive Classrooms, Katherine J. Ramirez

PhD in Education

The purpose of this qualitative, phenomenological study was to explore the lived experiences of general education teachers and their perceptions of preparedness to implement accommodations after attending specialized, targeted training. The study included one research question, which focused on the teachers’ perceived preparedness to implement accommodations after attending specialized training. The study was influenced by the work of Mezirow (1997) and Meyer et al. (2014) and incorporated transformative learning theory and universal design for learning (UDL) elements. The researcher used convenience sampling to select seven general education teachers who taught inclusion classes in Central Florida to participate in the study. …

Teacher Agency In The Classroom, Joy Gibson, Lizeth Sandoval

The Scholarship Without Borders Journal

Teacher agency is an important factor in student success; it is the ability to intentionally lead classrooms to support student learning outcomes, environments, and school culture. However, teacher agency remains underexamined as a construct for neurodiverse students in K-12 classrooms. This literature review argues that teacher agency is an essential component of genuine inclusivity for neurodiverse students and supports asset-based instruction. Grounded in social-cultural theory, this literature review examines five interconnected areas: theoretical foundation for teacher agency, neurodiversity as an asset-based approach, instructional strategies, teacher development, and the role of collaboration and family engagement. Findings suggest that instructional barriers, including …

Inclusion And Equity In Early Childhood Special Education, Maranda Martinez

Electronic Theses, Projects, and Dissertations

The present study examined equity and inclusion in early childhood special education through the lived experiences of administrators, educators, and caregivers. Despite decades of legislation, preschool students of color with dis/abilities continue to experience disproportionate identification for special education, exclusionary discipline, and limited access to inclusive settings (DHHS & DE, 2023; NCD, 2018). Grounded in Disability Critical Race Theory (DisCrit), this study explores how intersecting systems of racism and ableism shape early childhood educational access and opportunity.

Guided by a phenomenological approach with a transformative paradigm, data were collected through semi-structured interviews with eighteen participants including administrators, early childhood special …

An Exploration Of The Lived Experiences Of High School Teachers Using Assistive Technology With Students With Physical Disabilities In Inclusive Education Settings: A Transcendental Phenomenology, Chamarah Melonie Joseph

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenology was to explore the lived experiences of high school general education teachers using assistive technology for students with physical disabilities in inclusive education settings in Lightner Public School District in Florida. The theory guiding this study was Bandura’s theory of self-efficacy theory. This theory centers on the connection between an individual’s belief in their ability to execute a given task and their level of attainment on that task. The central research question for this research is: “What are the lived experiences of high school teachers using assistive technology (AT) for students with physical disabilities …

A Causal-Comparative Study Of Music Teacher Efficacy In Elementary Grade-Level Music Inclusive Classrooms Based On Special Education Training, Stanley N. Harris Iii

Doctoral Dissertations and Projects

This quantitative causal-comparative study aimed to determine whether there is a significant difference in overall teacher self-efficacy scores between rural and urban elementary schools and between music educators with and without formal special education training. This study is important because teacher efficacy directly impacts teachers’ engagement in learning with students with special needs. Therefore, this study contributes to the literature on teacher efficacy by examining differences between music teachers with formal special education training and those without such training who teach in inclusive classrooms. The sample included 146 music educators from rural and urban elementary schools who teach students with …

Book Clubs And Young Adult Literature: Preparing Preservice Special Educators In Inclusive Literacy Practices, Marie Tejero Hughes, Juana Abarca, Marta Mohammad

Reading Horizons: A Journal of Literacy and Language Arts

The study presented in this article explored how book clubs centered on young adult (YA) literature supported 67 preservice special educators (PSEs) in developing inclusive literacy practices. The study examined PSEs’ reflections on social, cultural, and personal themes in YA narratives and how these informed their planning for students with disabilities. Using a qualitative descriptive approach, researchers analyzed online discussion posts collected over a 6-week book club course component. Findings reveal that PSEs engaged with themes such as identity, resilience, systemic inequities, and disability representation, often connecting literature to their own positionalities and future teaching roles. PSEs also identified a …

Theater Is My Life: Creating Inclusive Spaces In Community Theater For Youth With Disabilities, Julie L. Stuckey, David Ray G. Miranda

Journal of the Arts and Special Education

This practitioners' guide provides 10 strategies for creating inclusive theater programs for youth with disabilities. The suggestions are based on experiences the author gained working with ACORN youth players. ACORN is an inclusive community theater that provides performance opportunities for all youth, but especially those with mental health struggles or high-incidence disabilities. Strategies focus on the different stages of theater production: planning, auditions, rehearsals, and performances.

Examining Explicit Professional Development As A Means To Change Inclusive Mindsets, Mitchell E. Elatkin

Theses and Dissertations

Inclusive education requires educators to hold beliefs that support the participation and success of students with disabilities in general education settings. Although federal policy mandates access to the least restrictive environment, educator attitudes toward inclusion continue to influence the implementation of inclusive practices. The purpose of this mixed-methods study was to examine whether explicit professional development (PD) focused on inclusive mindsets influenced school stakeholders’ attitudes toward inclusion across a school year. Participants included representatives from various roles within a charter school organization in the Midwest. The researcher collected data through two administrations of the Adapted Teacher Attitudes Toward Inclusion Survey …

How Does Inclusive Education Affect Students With Autism Spectrum Disorder In Elementary Schools?, Kacie M. Coe

All Electronic Theses and Dissertations

Children diagnosed with autism are at an all-time high of 1 in 31 children (Centers for Disease Control and Prevention 2025). What does this mean for our schools and students with autism? Inclusive education is more renowned than ever. What is now known as the Individuals with Disabilities Education Act (IDEA) was enacted in 1975, and guarantees every child with a disability access to a free appropriate public education (FAPE) in the least restrictive environment (LRE). Inclusion, in theory, appears to be the right decision for all our students, but what are the schools doing to prepare for these exceptional …

How Teachers Learn Strategies To Support Students With Individualized Education Programs Through The Use Of Multi-Tiered Systems Of Support, Behrose Foroughi

CGU Theses & Dissertations

This dissertation study captured how teachers learn strategies to support students with Individualized Education Programs (IEPs) through the use of Multi-Tiered Systems of Support (MTSS). In the MTSS framework, Tier 1 serves approximately 80–85% of students with high-quality evidence-based core instruction (e.g., science of reading curriculum, social emotional curriculum); Tier 2 serves approximately 10–15% with targeted small-group interventions (e.g., data-informed small-group math/reading groups, check-in/check-out behavior programs); Tier 3 serves approximately 5% with intensive individualized support (e.g., Orton-Gillingham reading intervention groups, individualized behavior plans). Special Education is a separate, legally mandated service outside the tiers for students with identified disabilities under …

A Survey Of Disability-Inclusive K-12 Public School Music Programs In The United States Where Best Buddies Friendship Programs Have Been Established, Geena Louise Jeffries Mattox

Graduate Theses, Dissertations, and Problem Reports (ETD)

This study examines the presence and structural characteristics of disability-inclusive band, orchestra, and choir programs serving students with intellectual and developmental disabilities (IDDs) in K-12 public schools across the United States that implement the Best Buddies School Friendship Program. Intellectual and Developmental Disabilities is defined as group of chronic, lifelong conditions that originate before age 22, affecting physical, learning, language, or behavior areas. Despite federal legislation, peer reviewed scholarship specifically addressing access to performance-based music ensembles for students with IDDs remain comparatively limited. Employing a survey distributed nationwide within a defined population of schools implementing Best Buddies Programs, administered via …

General Education Teachers’ Attitudes Toward Students With Emotional And Behavioral Disorders: The Predictive Value Of Idea Knowledge, Teaching Experience, And Classroom-Management Self-Efficacy, Kellie N. Allen

Doctoral Dissertations and Projects

General-education teachers often feel unprepared to support students with Emotional and Behavior Disorders (EBD), which can foster negative attitudes toward inclusion. Identifying teacher factors that support successful inclusion in the Least Restrictive Environment (LRE) is needed. This quantitative predictive–correlational study tested whether general-education teachers’ Individuals with Disabilities Education Act (IDEA) knowledge, classroom-management self-efficacy, and years of experience predict attitudes toward including students with EBD. Using Facebook and LinkedIn, 83 teachers volunteered and completed the General Educators’ Attitudes toward Emotional and Behavioral Disorders Questionnaire, the Efficacy for Classroom Management Scale, and the Knowledge of Special Education Law Survey. Multiple linear regression …

A Causal-Comparative Study Of Teacher Efficacy Among Private Christian School Elementary Teachers Reporting To Principals With Various Degrees, Joanna Swofford

Doctoral Dissertations and Projects

The purpose of this quantitative causal-comparative study was to examine the association between the earned degree (special education, general education, or other program of study) of elementary principals, and the self-efficacy of the teachers who report to them, in private, Christian schools that enroll students requiring special education. This study is important in furthering an understanding of what types of principal training lead to increased levels of teacher efficacy in meeting students’ needs within inclusive school settings. The sample of 62 participants was drawn from a population of approximately 1200 teachers from 138 private Christian schools within 11 southeastern states …

Teacher Support For Special Education Students Struggling With Basic Reading In The Inclusive Setting: A Qualitative Case Study, Dylan O. Cramer

Doctoral Dissertations and Projects

The purpose of this case study is to discover how teachers support special education elementary students identified with specific learning disabilities (SLD) in the inclusion setting who struggle with basic reading at Champion Heights Elementary School. At this stage in research, the academic impact of inclusion for special education students who struggle with basic reading will generally be defined as determining the academic benefits and weaknesses of elementary students being educated inside the general education classroom. The theory guiding this study is Albert Bandura’s social cognitive theory. The social cognitive theory relates to this topic because students learn through observed …

Tensions And Transformations: Equity, Diversity, And Inclusion In A Diverse Urban School Division, Lesley Eblie Trudel, Kishi Anderson Leachman, Wayne Davies

Journal of Educational Research and Practice

This study examines how equity, diversity, and inclusion (EDI) are understood and implemented within a large, diverse, urban school division in Canada. Using a mixed-methods approach and grounded in theoretical perspectives, including critical race theory, intersectionality, the ecology of inclusive education, and collective efficacy theory, we gathered insights from surveys and focus groups with educators, administrators, clinicians, educational assistants, caregivers, and students. Findings suggest that, while support for EDI is broad, the implementation is inconsistent and shaped by systemic barriers, resource constraints, and unclear leadership. We highlight the need for shared language, coordinated supports, and ongoing professional learning and instructional …

Exploring How Collaboration Between General And Special Education Teachers Affects Self-Efficacy When Teaching Students Diagnosed With Emotional Disabilities In The Inclusive Classroom: A Qualitative Case Study, Liza K. Hyde

Doctoral Dissertations and Projects

The purpose of this case study was to explore the self-efficacy of general education and special education teachers at XYZ school district. The theory guiding this study was Bandura’s self-efficacy theory. The central research question was: How does collaboration between general and special education teachers affect their self-efficacy when working with students with emotional disabilities? This qualitative case study explored general and special education teachers’ real-life experiences while collaborating and teaching students with emotional disabilities in the secondary inclusive classroom. The total number of participants (10) were interviewed, allowed to collaborate in focus groups, and completed a reflective letter writing …

The Determination And Impact Of Placement For Students With Developmental Delays, Christine E. Rogers

Master's Theses & Capstone Projects

Prior studies have demonstrated the benefits of increased time spent in the general education environments for students with disabilities. However, the literature lacks information specific to students who qualify under the Developmental Delay (DD) category. Therefore, this study examined the processes for how student placements are determined and implemented, as well as the impacts that various placements have on students with DD. This study utilized quantitative data from eight students’ Individualized Education Programs (IEPs) and Measures of Academic Progress (MAP) assessment scores. Qualitative data were collected from school personnel focus groups and school social worker and case manager questionnaires. The …

Professor Perspectives: Inclusion Of Students With An Intellectual Disability In Transition Programming On A College Campus, Melissa Jane Massey

Electronic Theses and Dissertations

Students with intellectual disabilities (ID) are often unemployed or underemployed compared to students who do not have ID. Transition or postsecondary programming for students with ID has increased in recent years in response to the U.S. federal requirement for special education professionals to complete transition plans before students turn 16. The requirement for transition planning in Texas is age 14, and the ARD committee including the student and parent come together to develop goals for future planning. Transition plans include information on future employment, future independent living skills, and agency connections that students with ID may need to access to …

The Difference Of Self-Efficacy Between General And Special Education Teachers In Rural Elementary Co-Taught Classrooms: Quantitative Causal Comparative, Tilnisha Pritchard Rosser

Doctoral Dissertations and Projects

This quantitative causal-comparative study examined differences in teacher self-efficacy between general and special education teachers in co-taught classrooms within a rural school district in the southeastern United States. A convenience sample of 162 participants (99 special educators and 63 general educators) completed the short form of the Teacher Self-Efficacy Scale (TSES), which assesses instructional strategies, classroom management, and student engagement. The Mann-Whitney U test was used to compare student engagement scores, and a one-way ANOVA analyzed differences in instructional strategies, classroom management, and total self-efficacy. Findings indicated no significant difference in instructional strategies; however, special educators demonstrated significantly higher scores …

B. Hooks Elementary School’S Commitment To Inclusion: A Single Instrumental Case Study, Sadie Childs Cora

Educational Studies Dissertations

This study contributes to understandings of inclusive school reform by examining one school’s efforts to create a more equitable educational experience for all students. Despite widespread advocacy and legal mandates for inclusion, segregation of students with dis/abilities persists, along with significant achievement and opportunity gaps. Inclusion is one possible solution that is consistent with democratic values. This single instrumental case study was guided by three research questions focusing on how educators conceive of their efforts toward the inclusion of students with dis/abilities, changes made to support inclusion, and how educators define the success of inclusion efforts. Drawing on multiple data …

Challenges In Providing Equitable Education For Primary School Students With Learning Disabilities In Zimbabwe: Teachers’ Experiences., Joyce Madzinga

Dissertations

This study examines the challenges primary school teachers in Zimbabwe face when supporting students with learning disabilities (LDs). Many learners with LDs are excluded from adequate classroom support due to systemic, cultural, and resource limitations. Learning disabilities are often under-recognized as compared to other disabilities because they are invisible. Raising awareness and empowering educators are crucial steps toward addressing these hidden needs and ensuring they are recognized and met. Six teachers were interviewed using a qualitative ethnographic approach. Findings reveal obstacles, including insufficient training in special education, limited teaching resources, high pupil-teacher ratios, negative societal attitudes, and poverty-related constraints. Additional …

Perceptions Of Students With Visual Impairments On The Current State Of Diversity, Equity, Inclusion, Access, And Belonging In Public School Secondary Instrumental Ensembles, Nancy J. Kerner-Durling

Doctoral Dissertations and Projects

This qualitative research study examines the experiences and perceptions of students with visual impairments on diversity, equity, inclusion, access, and belonging (DEIAB) in secondary instrumental music ensembles. Despite the emergence of DEIAB initiatives in music education, little is known about how these initiatives are implemented for students with visual impairments in secondary instrumental music programs, as this topic has not yet been explored or documented due to the low incidence of this disability. Data was collected through interviews of former students with visual impairments between the ages of eighteen and twenty-two who attended public schools between the ages of twelve …

Professional Portfolio: Collaboration To Support Inclusion Of Students With Extensive Support Needs, Sasha A. Lockhart

All Graduate Reports and Creative Projects, Fall 2023 to Present

This project focuses on the importance of collaboration between the special education teacher and general education teacher to better support inclusive practices for students with extensive support needs. Inclusion is an important part of education for a student with disabilities. Research has indicated several benefits of inclusion. Inclusion of students with extensive support needs requires effective collaboration between special and general education teachers. This professional portfolio includes a review of the literature about collaboration to support inclusion of students with extensive support needs, as well as two reports. Report one focuses on the collaboration between special education teacher and general …

Reflection On The ‘Power Of Us’ Conference: How Mainstream Schools In England Offer Provision To Children With Special Educational Needs (Sen), Grace H A Cooper

Plymouth Interdisciplinary Education Open Journal

The majority of children in England with Special Educational Needs or Disabilities (SEND) are educated within mainstream schools. Due to the broad range of needs of children, it is essential that mainstream schools are provided with adequate funding, preparation and training to ensure that the inclusion of every child is achievable and expected. Furthermore, sometimes schools feel that they cannot offer ample provision to give every child an equitable access to learning and therefore they are directed to SEND schooling – can a mainstream school be considered inclusive if they cannot support all children? This article will consider these arguments …

‘They Actually Made Me Feel Like They Wanted Me In The Classroom’: Reflections Of Inclusion, Katherine Gulliver, George Osborne

Plymouth Interdisciplinary Education Open Journal

This article highlights the value of listening to individuals with lived experience in creating inclusive environments. Drawing on Gulliver’s (2023, 2024) research and the personal reflections of George Osborne, a disability advocate with Williams Syndrome, the article recognises the importance of early intervention, tailored support, and educator awareness in supporting children with rare disabilities. Through an awareness-raising exhibition and personal narratives, the article illustrates how inclusion can be meaningfully achieved when schools adapt to the needs of the child - rather than requiring the child to adapt to the school. George’s story demonstrates how empathetic, informed practice can help contribute …

A Preston Bridge School (Pbs) Approach To Inclusive Multisport Practices Within Sen, Jack Smith

Plymouth Interdisciplinary Education Open Journal

This paper, originating from the ‘Power of Us!’ conference held in June 2025, reflects on the session titled A Preston Bridge School Approach To Inclusive Multisport Practices Within SEN, which captured the current physical provision offer at Preston Bridge, with a particular focus on how the implementation of inclusive practices enable young people with SEN to meet and achieve their EHCP targets through physical education. The paper offers an insight into the session delivered, sharing best practice, staff and student reflections, and calls for action to promote the inclusion of young people with SEN within the context of physical education.

Editorial - Conference Proceedings And Reflections, Alicja Syska, Claudia Blandon, Katherine Gulliver, James Tarling, Jo Hawkes

Plymouth Interdisciplinary Education Open Journal

This editorial introduces a special issue that documents 'The Power of Us' conference on inclusive education (1 May 2025, Spaghetti Bridge and University of Plymouth) through an innovative format that captures a wide spectrum of scholarly exchange. Rather than presenting traditional abstracts and formal papers, these proceedings privilege the voices and experiences that emerged in real time -audience reflections, presenter insights, and the emotional and intellectual responses that shaped the day's conversations. The editorial outlines the rationale for this approach, positioning it as a more complete representation of how knowledge about inclusive education is co-created through dialogue between diverse stakeholders. …

The Functionality Of Special Education Inclusion: A Phenomenological Study Of Teachers' Perceptions Of Inclusion, Collaboration, And Co-Teaching, Steven Andre Madden

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe the lived experiences of educators utilizing inclusive collaborative teaching models within co-teaching environments to develop positive student academic experiences for students with disabilities and their peers without disabilities at various locations within the Long River School District (pseudonym) located in the Mid-South of the United States. The theory that guided this study was Lev Vygotsky’s sociocultural theory, which underpins the postulation that a student can learn through the help of a more knowledgeable other with the aid of the zone of proximal development, which correlates to collaborative co-teaching as a mode …

Creative Readers: Arts Programming For Special Needs Inclusion At The Public Library, Elise May

Journal of the Arts and Special Education

Creative Readers, an arts & literacy inclusion program and winner of the 2017 National Arts and Humanities Youth Program Award, turns books into a multi-sensory experience for K- 6^th grade students offering all learners the ability to be challenged, motivated and successful. Using theater, art, movement and music each lesson enables participants to bring a book to life, increasing their love of literature while exploring their strength of expression through the arts. The program also offers a space for unique learners of all abilities, to socialize and work together creatively. High school volunteers are paired with participants to model …

Evaluating The Impact Of The Arkansas Inclusive Practice Initiative On Academic Outcomes For Students Transitioning From Resource Enviroments, Marian P. Kursh

ATU Theses and Dissertations 2021 - Present

ABSTRACT

EVALUATING THE IMPACT OF THE ARKANSAS INCLUSIVE PRACTICE

INITIATIVE ON ACADEMIC OUTCOMES FOR STUDENTS

TRANSITIONING FROM RESOURCE ENVIRONMENTS

Marian Patrece Craft Kursh

This quantitative study examined academic outcomes for students with disabilities

(SWD) placed in inclusive versus resource classrooms within the Crestfield School

District (CSD), focusing on standardized assessments and final course grades. Using a

causal-comparative design, the research analyzed data from 42 students with

Individualized Education Programs (IEPs) classified as Other Health Impairment (OHI)

or Specific Learning Disabilities (SLD). Academic performance was assessed using ACT

Aspire (2022), ATLAS (2023), and final course grades in math and reading. Independent …