Inclusive Special Education: Changing Mindsets and Practices to Improve Student Achievement

Authors

• Nicole S. Pechous, University of Nebraska-LincolnFollow

First Advisor

Jiangang Xia

Degree Name

Doctor of Education (Ed.D.)

Committee Members

Stephanie Bondi, Susan Swearer, Taeyeon Kim

Department

Educational Administration

Date of this Version

4-15-2026

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy

Major: Educational Administration

Under the supervision of Professor Jiangang Xia

Lincoln, Nebraska, May 2026

Comments

Copyright 2026, Nicole S. Pechous. Used by permission

Abstract

Decades after federal mandates for special education services, students with disabilities (SWD) continue to lag significantly behind their peers in academic achievement and post–school outcomes. This quantitative study explores how the inclusive mindsets and collaborative practices of general and special education teachers from a medium–sized, suburban Midwestern district improved after participating in a year-long training series on inclusive practices. The study also explores the impact of increased inclusive mindsets and practices on student reading achievement, particularly for students with disabilities. Using a quantitative design, changes in inclusive mindsets and practices for participating teachers were analyzed. Findings indicated that participation in the ESU 3 Inclusive Practices Academy yielded positive improvements in teachers’ inclusive mindset and practices. Further, when students with disabilities were taught by co-teachers trained in inclusive practices, the achievement gap narrowed over the course of the year as students with disabilities demonstrated a higher rate of growth than general education students. Finally, regardless of disability status, children who were taught by teachers trained in inclusive practices made more reading achievement gains over the course of the year than students taught by teachers who were not trained. The findings support the existing literature on the power of inclusive practices and the impact of high-quality professional development. More specifically, the findings support that the district of study should continue to invest in inclusive practices training, co-teaching, and the inclusion of children with disabilities in the general education environment.

Recommended Citation

Pechous, Nicole S., "Inclusive Special Education: Changing Mindsets and Practices to Improve Student Achievement" (2026). Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–. 443.
https://digitalcommons.unl.edu/dissunl/443