Date of Award

12-2020

Culminating Project Type

Dissertation

Degree Name

Educational Administration and Leadership, K-12: Ed.D.

Department

Educational Administration and Higher Education

College

School of Education

First Advisor

John Eller

Second Advisor

David Lund

Third Advisor

Plamen Miltenoff

Fourth Advisor

Nathan Rudolph

Creative Commons License

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

Abstract

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.

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