Including Students with Significant Disabilities in the General Education Classroom

Abstract

The purpose of this qualitative study is to learn about the inclusive teaching practices of elementary special education teachers in the Waterloo School District. More specifically, this study looks into what practices special education teachers use when supporting students with significant disabilities in a general education setting. This study also examines the beliefs and experiences of special education teachers who are supporting students with disabilities in an inclusive setting. There were three major themes that arose from the analyzed data. The first theme was that all four special education teachers viewed themselves as having the roles of an advocate, initiator, and clarifier of inclusive education for students with significant disabilities. Second, collaboration with general education teachers was believed to be a best practice in supporting students with significant disabilities in the general setting. The last major theme was the participants’ belief that a more inclusive society begins at the elementary level. General and special education teachers, as well as administrators and other school personnel, will better understand how to include students with significant disabilities in all classrooms after hearing the thoughts, opinions, and suggestions