Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities
MetadataShow full item record
With the increasing numbers of students with learning disabilities (LD) educated in the general education environment, educators face the challenge of providing these students opportunities to access the general curriculum, while ensuring that they receive FAPE. Therefore, the purpose of this study was to explore the teaching practices of special and general educators in the planning, instruction, classroom management, progress monitoring, clinical assistance, and caring of students with LD in inclusive instructional settings to examine how they are aligning their practices to ensure FAPE for these students.
Data were collected through a qualitative design, using focus group methodology. A total of 3 special educator and 3 general educator focus groups were conducted for data collection. Major findings that emerged included (a) the absence of common planning time, (b) the use of whole group instruction rather specialized instruction, (c) the unshared responsibility of classroom management, (d) the limited time dedicated to monitoring the learning and academic progress of students with LD, (e) the controversy surrounding adjusting instruction for students with LD, and (f) the importance of teachers showing students with LD that they care about them and their success. Data revealed that the practices of special and general educators align only in the areas of classroom management, particularly in providing classroom routines, and caring. In all other areas, not only do their practices not align, emphasis placed on each area varies within and between special and general educator focus groups.
- Doctoral Dissertations