Exploring teachers' perceptions of the inclusion of learning disabled students into general education classrooms

Research indicates general education teachers' views regarding the inclusion of the learning disabled has not always been positive. Reasons cited for negativity have been constant disruptions in the classroom, lack of experience in teaching learning-disabled students, and lack of training. The purpose of this multiple case study was to explore high-school teachers' lived experiences during the inclusion of learning disabled students into general education classrooms and to describe the experiences of general education teachers where the inclusion of learning disabled into general education classrooms is the norm. The study took place at two high schools in a rural South Carolina school district, and included 20 semi-structured interviews with 12 general education teachers and four special education teachers as well as classroom observations of teachers and learning-disabled student interactions. Results of the study indicated the district does not have a uniform, comprehensive plan in place for inclusionary practices within the two high schools. Recommendations include a needs assessment to determine district-wide changes to assist in the enhancement of positivity within special education and general education classrooms. Appointment of department chairs of special education within both high schools may promote collaborative teaching strategies between special education and general education departments for the inclusion process, and assist in creating greater parental involvement. Further research utilizing rural school districts to discover their policies on specific practices of inclusive education is suggested as well as study of the value of co-teaching in an inclusive environment.