This phenomenological qualitative study explored the perceptions and experiences of a group of U.S. public schools, kindergarten through fifth grade teachers, certified in general education with experience teaching inclusion--a federally mandated practice requiring schools to educate students both with and without disabilities in the same classroom. Much of the literature surrounding inclusion focuses on the perceived benefits of the program and children with disabilities' legal rights. The literature has a limited number of references describing the perceptions and experiences of teachers who are required to provide the educational services necessary for inclusion in the classroom.
In this study, 35 participants answered survey questions about inclusion. Ten of the respondents additionally participated in follow-up interviews, providing nearly ten hours of dialogue and sharing narrative accounts of perceptions and experiences. The finding indicated that all participants verbally expressed support for the concept of inclusive education. However, with deeper probing, no participant relayed a positive personal account from teaching inclusion, yet, every participant identified multiple problems and/or experiences.
inclusion, general education, teachers, perceptions, attitudes, theory of planned behavior
Teaching, Learning and Teacher Education
Level of Degree
Teacher Education, Educational Leadership & Policy
First Committee Member (Chair)
Second Committee Member
Third Committee Member
Viola E. Florez
Fourth Committee Member
Sander, Ann C.. "TEACHERS OF GENERAL EDUCATION: PERCEPTIONS AND EXPERIENCES TEACHING INCLUSION IN U.S. SCHOOLS." (2022). https://digitalrepository.unm.edu/educ_teelp_etds/368
Early Childhood Education Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education and Teaching Commons