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A Qualitative Case Study Assessing the Teachers' Perceptions of Professional Development Beneficial for Teaching in Inclusive Elementary Classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Case Study Assessing the Teachers' Perceptions of Professional Development Beneficial for Teaching in Inclusive Elementary Classrooms./
Author:	Polk, Shamika J.
Description:	1 online resource (127 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798352950142

A Qualitative Case Study Assessing the Teachers' Perceptions of Professional Development Beneficial for Teaching in Inclusive Elementary Classrooms.
Polk, Shamika J.

A Qualitative Case Study Assessing the Teachers' Perceptions of Professional Development Beneficial for Teaching in Inclusive Elementary Classrooms. - 1 online resource (127 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ed.D.)--Concordia University Texas, 2022.

Includes bibliographical references

There is a significant relationship between the professional development that teachers receiveand student academic achievement. It is evident that knowledgeable teachers have a powerfulimpact on student success. Many general and special education teachers enter the education fieldand are assigned to teach in inclusive classrooms with very little, if any, professionaldevelopment related to inclusion. The lack of training often adversely impacts the success ofstudents with disabilities on statewide assessments. However, there is an insignificant amount ofinformation on the types of professional development necessary for teaching in inclusiveclassrooms. This qualitative case study utilized surveys and semi-structured interviews withgeneral and special education teachers to gain their perspective on the types of professionaldevelopment they perceive beneficial to teaching in inclusive classrooms on elementarycampuses. The findings indicated that general and special education teachers perceiveprofessional development that is engaging, professional development on IndividualizedEducation Plan (IEP) implementation, and professional development on special education andgeneral education teacher roles and responsibilities beneficial to teaching in inclusive settings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798352950142Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

InclusionIndex Terms--Genre/Form:

554714
Electronic books.

A Qualitative Case Study Assessing the Teachers' Perceptions of Professional Development Beneficial for Teaching in Inclusive Elementary Classrooms.
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520 $a There is a significant relationship between the professional development that teachers receiveand student academic achievement. It is evident that knowledgeable teachers have a powerfulimpact on student success. Many general and special education teachers enter the education fieldand are assigned to teach in inclusive classrooms with very little, if any, professionaldevelopment related to inclusion. The lack of training often adversely impacts the success ofstudents with disabilities on statewide assessments. However, there is an insignificant amount ofinformation on the types of professional development necessary for teaching in inclusiveclassrooms. This qualitative case study utilized surveys and semi-structured interviews withgeneral and special education teachers to gain their perspective on the types of professionaldevelopment they perceive beneficial to teaching in inclusive classrooms on elementarycampuses. The findings indicated that general and special education teachers perceiveprofessional development that is engaging, professional development on IndividualizedEducation Plan (IEP) implementation, and professional development on special education andgeneral education teacher roles and responsibilities beneficial to teaching in inclusive settings.
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