Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
general education teachers, inclusion, teachers, special education, professional development, collaboration
The Individual with Disabilities Education Act (IDEA) has mandates that students with disabilities have access to the general education classroom to the maximum extent possible. Students with disabilities are increasing placed within the general education classroom for more of their school day. General education teachers, in turn, have been tasked with an increase in responsibilities to meet the variant needs of their students. The research concludes the importance of collaborative practices between general education and special education teachers and the need for professional development for educators to build the necessary skills to educate students with disabilities in the general education classroom.
This quantitative study provides school districts and school leaders with a better understanding of teacher reported responsibilities and collaboration efforts and challenges in educating students with disabilities. Moreover, the study can provide guidance for professional development for general education teachers educating students with disabilities. Finally, the study provides considerations for content specific areas of future learnings for general education teachers.
Johnson, Ashlee, "An examination of the general education teacher responsibilities, collaboration practices, and professional development needs to educate students with disabilities in the general education classroom" (2020). Culminating Projects in Education Administration and Leadership. 74.