Abstract

This dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices. Students with disabilities nationwide are increasingly taught in the general education classroom in order to provide them access to their least restrictive environment and instruction of the general education curriculum. The beliefs held by teachers about students with disabilities and their inclusion in the general education classroom is one key variable to the successful inclusion as measured by student outcomes. To provide necessary support, it is imperative to understand teachers' attitude towards students with disabilities and their inclusion in the general education classroom. Based on the survey results and relevant research, the professional development framework to enhance inclusive practices was developed and will focus on three elements: (a) school culture and understanding of inclusion, (b) effective inclusive teaching strategies, and (c) collaboration models and techniques. The goal of the professional development framework is for administrators and other school leaders to provide appropriate learning opportunities for teachers to enhance their understanding of inclusion and to provide them strategies and techniques to improve student outcomes in an effort to close the achievement gap between students with and without disabilities.

Notes

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Graduation Date

2015

Semester

Fall

Advisor

Hopp, Carolyn

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0006368

URL

http://purl.fcla.edu/fcla/etd/CFE0006368

Language

English

Release Date

June 2016

Length of Campus-only Access

None

Access Status

Dissertation in Practice (Open Access)

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