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Views from the classroom: Multiple case studies of regular elementary classroom teachers' views concerning inclusion
Abstract
The purpose for this multiple case study was to explore the perspectives of regular elementary classroom teachers in a central Midwestern small urban city toward the inclusion model of teaching. Qualitative data were collected from interviews with classroom teachers. The views of these teachers emerged as the data were analyzed. The major patterns of response that evolved included: (1) reservations and concerns about inclusion; (2) support for the philosophy of the Least Restrictive Environment; (3) support for a continuum of services; (4) best placement for students; (5) sharing of responsibilities among teachers; (6) instructional and moral support for regular classroom teachers; (7) need for a climate of trust; (8) fear of legal suits and less favorable evaluations; (9) teacher involvement in the planning and administration of inclusion; and (10) the evolving process of inclusion. The conclusions drawn from this study, based on the data were: (1) Teachers need to be informed about the historical, legal, and legislative background of the inclusion model. (2) A foundation of trust must be established; regular classroom teachers need to feel comfortable stating their true feelings. (3) Inclusion should not be imposed for all students; the Least Restrictive Environment should be used. (4) Teachers need to feel they are a part of the decision-making process. (5) The infrastructure of the school influences the inclusion model. (6) Personalities, teaching, and classroom management styles affect the effectiveness of the inclusion model. (7) Concerns of the regular classroom teachers should be addressed by district and building administrators. (8) District or school officials should evaluate programs to determine their suitability.
Subject Area
Elementary education|Special education
Recommended Citation
Blumenstock, Mary Jean Bovey, "Views from the classroom: Multiple case studies of regular elementary classroom teachers' views concerning inclusion" (1997). ETD collection for University of Nebraska-Lincoln. AAI9725110.
https://digitalcommons.unl.edu/dissertations/AAI9725110