Middle School Urban General Education Teacher Beliefs Towards Supporting Students With Disabilities
Abstract
This dissertation presents the results from a mixed methods study designed to understand what beliefs urban middle school general education teachers hold when it comes to supporting students with disabilities (SWDs) in an inclusion classroom including classrooms that implement the integrated co-teaching (ICT) model. The quantitative portion of this study was a survey shared with N=120 gen-ed teachers who met the inclusion criteria where there were N=75 responses, from which there were 74 valid responses that fully met the inclusion criteria. To complete the survey through Qualtrics, participants had to select whether they met the inclusion criteria of teaching in both urban and middle school settings as a general education teacher, with at least one period teaching in ICT. After completing the survey, participants had the opportunity to self-select into the qualitative portion of the study. The qualitative portion was a 30-minute semi-structured interview where roughly 10 questions were asked to delve further into understanding teacher beliefs in supporting SWDs. When analyzing both qualitative and quantitative data, the findings illustrated a more nuanced understanding of gen-ed teacher beliefs in their support and practices in supporting SWDs in the inclusion classroom, including those implementing an ICT model.
Subject Area
Middle School education|Teacher education|Education|Special education
Recommended Citation
Acharya, Nisha A, "Middle School Urban General Education Teacher Beliefs Towards Supporting Students With Disabilities" (2024). ETD Collection for Fordham University. AAI31237708.
https://research.library.fordham.edu/dissertations/AAI31237708
