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

Articles

Inclusive Education and Rural Middle School General Education Teacher Preparedness

  • Joseph A. Hogan, Ed.D. (Author) Kean University image/svg+xml
    Dr. Joseph A. Hogan is an Assistant Professor of Special Education in the College of Education at Kean University. He primarily works with graduate level students and serves as the program coordinator for numerous graduate special education programs at Kean. Prior to joining the faculty at Kean University, he served as a Learning Disabilities Teacher/Consultant (Educational Diagnostician) and public school educator for over nine years. Dr. Hogan’s current research interests are in the intersectionality of teachers and students who identify as LGBTQ+ and educational systems, restorative discipline for students receiving special education services, and the implementation of RtI for special education eligibility.
DOI
https://doi.org/10.64546/jaasep.521
Abstract
With the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004, students with disabilities are expected to be educated in the least restrictive environment to the greatest extent possible. Through the practice of inclusive education, students with disabilities who are classified and possess IEPs can be placed in the general education setting. This has impacted general education teachers who are not trained in special education and are now expected to teach inclusion classes. This study focused on the unique aspect of rural middle school general education teachers. Studies in rural school communities are limited when compared to studies conducted in urban and suburban areas. The purpose of this study was to describe the background, training, preparedness, and attitudes of rural middle school general educators in a rural section of southern New Jersey. This qualitative descriptive study was conducted utilizing an open-ended questionnaire and classroom observations. Through the six-phase model of thematic analysis established by Braun and Clarke (2006), eight themes were identified in the study: struggles equal referral, IEPs provide equity, insufficient IEP involvement, parental importance, minimal training, inadequate district support, inclusion is beneficial, and more training desired. The results of this qualitative study revealed that while participants believe in inclusive education, they feel unprepared to meet the diverse learning needs of students with disabilities.
Keywords
Administrator Role, Equal Education, Inclusion, Individualized Education Programs, Knowledge Level, Middle School Students
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How to Cite
Hogan, J. A. (2023). Inclusive Education and Rural Middle School General Education Teacher Preparedness. Journal of the American Academy of Special Education Professionals, 18(2), 76-88. https://doi.org/10.64546/jaasep.521

Spring/Summer 2023

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  • Article Type Articles
  • Submitted May 6, 2023
  • Published June 15, 2023
  • Issue Spring/Summer 2023
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