AN INVESTIGATION OF INCLUSIONARY PRACTICES BY GENERAL EDUCATION TEACHERS IN MIDDLE SCHOOL CLASSROOMS

Abstract

This study investigated teacher-reported inclusionary practices and strategies in general education classrooms grades 6, 7, and 8. Students with disabilities are being educated in the general education classroom for varying amounts of time during the school day by classroom teachers with varying amounts of experience with special education practices. The study included a web-based survey of approximately 100 randomly selected teachers who were teaching Language Arts, Math, Science, Social Studies, or any combination of those academic subjects during May 2010. The survey asked teachers what inclusionary practices and strategies they were using and which of these inclusionary practices and strategies they considered to be effective. The survey also asked teachers to select the inclusionary practices and strategies they are not currently using, but would like to use in the future. Survey results indicated curriculum modifications were the inclusionary practice used most frequently and lead and support was the collaborative strategy used most frequently. Teachers considered modifying curriculum the most effective inclusionary practice and skill grouping the most effective collaborative strategy. When asked to select the inclusionary practice and strategy not currently used, but that they would like to use in the future, the largest response was none.