Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Meeting the Needs of Special Education Students in Inclusion Classrooms

  • Cathy LeDoux, M. Ed. (Author) McWhirter Elementary School, PDLS
  • Shanna L. Graves, Ph.D. (Author) University of Houston- Clear Lake image/svg+xml
  • Winona Burt, Ph.D. (Author) University of Houston-Clear Lake image/svg+xml
DOI
https://doi.org/10.64546/jaasep.162
Abstract
Based on interactions with general education teachers, observations of special education students in inclusion classrooms, and general education teachers’ input during the Response to Intervention (RTI) process, a resource teacher found that many teachers were ill prepared to meet the diverse needs of special education students in the inclusion classroom. More importantly, the students’ Individualized Education Plans (IEPs) were not being implemented. As such, an action research project was initiated to explore three main research questions: (1) What challenges do special education students present for general education teachers in inclusive classrooms?; (2) What are the perceived needs of general education teachers in relation to accommodating special education students in their classrooms?; and (3) In what ways can administration support general education teachers in accommodating special education students? The findings identify general education teachers’ need for better communication, professional development concerning children with disabilities, and a need for more planning time.
Keywords
Student Needs, Faculty Development, Inclusion, Teacher Competencies, Regular and Special Education Relationship, Special Education
References

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There are 20 references in total.
How to Cite
LeDoux, C., Graves, S. L., & Burt, W. (2012). Meeting the Needs of Special Education Students in Inclusion Classrooms. Journal of the American Academy of Special Education Professionals, 7(1), 20-34. https://doi.org/10.64546/jaasep.162

Winter 2012

Article Information

  • Article Type Articles
  • Submitted January 21, 2012
  • Published February 15, 2012
  • Issue Winter 2012
  • Section Articles
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