Abstract
This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
Notes
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Graduation Date
2017
Semester
Summer
Advisor
Little, Mary
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Department
Teaching, Learning, and Leadership
Degree Program
Curriculum and Instruction
Format
application/pdf
Identifier
CFE0006720
URL
http://purl.fcla.edu/fcla/etd/CFE0006720
Language
English
Release Date
August 2017
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Abbey-Bell, Alicia, "A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools" (2017). Electronic Theses and Dissertations. 5516.
https://stars.library.ucf.edu/etd/5516