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Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion

Angle, Jaclyn
http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142

Abstract Details

2018, Doctor of Education, Miami University, Educational Leadership.
Purpose. The purpose of this exploratory qualitative single-case study was to investigate the relationship between general education teacher attributes and their perceptions of inclusion at a high performing high school setting. There appears to be limited systematic change at the secondary level in regards to providing full inclusionary opportunities for students with disabilities to be able to access the general education curriculum. As the expectations for secondary teachers continue to grow due to the connection between teacher evaluation and student performance on state and national tests, the attitudes teachers hold regarding their willingness and ability to assume responsibility for students with disabilities often varies. Methods. The research question chosen for this qualitative case study investigated the contributing attributes of strong perceptions and the participants were purposefully selected because of the impetus for all students to show proficiency in the areas of Algebra 1, Geometry, English I, English II, Biology, American History, and Government by the state of Ohio. The combination of survey and semi-structured interviews provided insight into specific attributes general education teachers possess which contribute to strong perceptions of inclusion. Results. The attributes identified by this study were qualities and characteristics focused on helping all students to become academically successful. A total of ten attributes were identified as critical assets to lend to a positive perspective of the inclusion: (a) commitment (b) high expectations for all (c) personalization (d) ownership (e) growth mindset (f) people centered (g) passion for helping others (h) leader (i) pedagogy-focused (j) teamwork. Essentially, the attributes found are qualities that demonstrate a belief that all students can learn within the general education classroom. Additionally, it was found there was an understanding that not all students learn at the same rate or by being taught the same way. The participants believed students’ strengths and areas of weaknesses directed the teaching and learning rather than the content and curriculum.
Kathleen Knight Abowitz (Committee Chair)
78 p.
Education; Special Education; Teaching
Special Education, Inclusion, Teacher Attributes, Teacher Perception, Secondary Education

Recommended Citations

Citations

  • Angle, J. (2018). Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142

    APA Style (7th edition)

  • Angle, Jaclyn. Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion. 2018. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142.

    MLA Style (8th edition)

  • Angle, Jaclyn. "Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion." Doctoral dissertation, Miami University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142

    Chicago Manual of Style (17th edition)

miami1531920108406142
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© 2018, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.