Date of Award

Spring 6-5-2015

Document Type

Doctoral Research Paper

Degree Name

Psy.D. in Clinical Psychology

Organizational Unit

Graduate School of Professional Psychology

First Advisor

Laura Meyer

Second Advisor

Nicole Taylor

Third Advisor

Sue Hamm

Copyright Statement / License for Reuse

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Keywords

Inclusive or mainstream classes, Students with and without disabilities, Secondary education, Teachers, High school students

Abstract

In education settings, inclusive or mainstream classes are resisted at the secondary level and there is little research about the possible positive aspects of including students with and without disabilities or an Individualized Education Plan in classes together. In order to better understand the potential benefits of mainstream classrooms, it is important to understand the perspectives of teachers who work within these high school settings. The purpose of this study was to tell the stories of teachers and describe the development that teachers see in inclusive classrooms. Interviews with four teachers revealed insights on mutual learning between the two groups of students, the challenges to making inclusion work effectively, and the social, emotional, and behavioral development that occurs for all students within an inclusive, mainstream classroom. The goal of this paper is to inform educators about the potential for growth among all students when students with disabilities are integrated at the high school level, as well as to raise awareness about the need for additional support for teachers within these settings.

Copyright Date

5-26-2015

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Allison E. Evins

Provenance

Received from author

File Format

application/pdf

Language

English (eng)

Extent

33 pgs

File Size

258 KB

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