Research Topic: Understanding the

Perception of a Special Education

Student Made by Teachers in
Inclusion Classroom Settings
Presented by: Chandra Watkins
Date: 5/2/2013
Action Research
Professor M. Weiman
Statement of the Problem
There is a growing consensus that all children
have the right to be educated together,
regardless of the type and degree of
exceptionality and that inclusion makes good
educational and social sense (Mazurek &
Winzer, 2010). The data collected from this
study will provide valuable information to help
educators adjust their perceptions on their
special education students within their inclusion
classrooms and increase the importance of well
planned lessons within this class setting.
Purpose of the Study
10 questions were designed for the general
education and special education teachers to
measure how well they support the students and
general education teachers, their perceptions of
the inclusion programs, and the role they play in
the implementation of the program.
A qualitative questionnaire was conducted.
Research Questions
Are special education students in inclusion
classrooms facing several challenges to be
positively perceived by faculty members?

How do teacher counterparts view each other in

inclusion classroom settings?
Literature Review
Theoretical Background
Ecological findings show that the academic
engagement of students with disabilities is
significantly higher during teacher- directed
instruction than during seatwork in both resource
room and general education settings (Friedman,
Cancelli, & Yoshida, 1988).
Barnes (2006) created an article to aid teachers in
making their special education students feel
comfortable with their labels in the general
education classroom.
Special education students struggle with labels
(Barnes, 2006).
Theoretical Background II
It is very important that all members of the
inclusion classroom remain positive and
innovative so that the student can be successful
(Idol, 2006).
Therefore, to ensure the success of inclusion, it
is important that principals exhibit behaviors
that advance the integration, acceptance, and
success of students with disabilities in general
education classes (Praisner, 2003).
Results
Participants
3 General Education Teachers
3 Special Education Teachers
Participants teach both English and Math
courses
Results
Majority of all participants desired collaborative
planning with their transition teaching
counterpart to benefit the students success rate
within the classroom.

Teachers feel that their teaching counterpart was

of true service to them.
Results CONT. II
Results proved that general education teachers view
their special education students as somewhat
challenging because they rely on their special
education teacher counterparts to provide
appropriate service.

Special education teachers viewed special education

students very well due to their extensive background
knowledge on disabilities and their years of
experience in the field of special education
Discussion
Strengths
This study is composed of high validity in that
the teachers who were involved within this study
taught only 5th and 6th grade.
This study is a study that can be replicated on
another campus at anytime of the school year.
The results of this study can share to help
relationships among teachers and help improve
student success. This study is also accessible for
extension ability.
Limitations
Limitations included the low number of
participates who agreed to participate in the
study.
Scheduling a time to conduct interviews was
another challenge.
Recommendations
The data collected from this study will provide
valuable information to help educators adjust
their perceptions on their special education
students within their inclusion classrooms and
increase the importance of well planned lessons
within this class setting.
It is desired that the participants will change
their normal behavior and provide more support
and create more confidence within their special
education students.
Conclusions
Results present the possibility to require general
education teachers to become certified in Special
Education. Requiring general education teachers to
become certified in Special Education, would help with
the overall service that is provided to special education
teachers.
The student researcher believes that if both teachers
were certified in special education, relationships would
improve and a sense of cohesive teamwork would be
more encouraged among both teaching counterparts. It
is very important that all members of the inclusion
classroom remain positive and innovative so that the
student can be successful (Idol, 2006).
References
Barnes, P. (2006). The Inclusion Classroom. Your Middle School Classroom , 32.
Block, M. E. (1999). Did we jump on the wrong bandwagon? Problems with inclusion in
physical education. Palaestra , 30-36.
Cook, B. G., Semmel, M. I., & Gerber, M. M. (1999). Attitudes of Principals and Special
Education Teachers Towards the Inclusion of Students with Mild Disabilities.
ProQuest Nursing and Allied Health Science , 199-256.
Crowson, H. M., & Brandes, J. A. (2010). Predicting Community Opposition to Inclusion in
School: The Role of Social Dominance, Contact, Intergroup Anxiety, and Economic Conservatism.
The Journal of Psychology , 121-144.
Idol, L. (2006). Toward Inclusion of Special Education Students in General Education A
Program Evaluation of Eight Schools. ProQuest Nursing &Allied Health Source , 77-94.
Kimbrough, R., & Mellen, K. (2012). Research summary: Perceptions of inclusion of
students with disabilities in the middle school. Retrieved November 20, 2012, from
Association for Middle School Level Education:
http://www.amle.org/portals/0/pdf/research/Research_Summaries/Inclusion.pdf
References CONT.
Lee, S.-H., Soukup, J. H., Wehmeyer, M. L., & Palmer, S. B. (2010). Impact of Curriculum
Modifications on Access to the General Education Curriculum for Students With
Disabilities. Exceptional Children , 213-233.
Mazurek, K., & Winzer, M. (2010). Legislation, Policy, and the Inclusion of Students with
Special Needs: National Glimpses. FWU Journal of Social Sciences , 3-17.
Praisner, C. L. (2003). Attitudes of Elementary School Prinicipals Toward the Inclusion of
Students With Disabilities. Exceptional Children , 135-145.
Putnam, J. W., Spiegel, A. N., & Bruininks, R. H. (1995). Future Directions in Education
and Inclusion of Students with Disabilities: A Delphi Investigation. Exceptional Children ,
553-576.
SEDL Advancing Research Improving Education . (2012). Retrieved September 6, 2012,
from Inclusion: Pros and Cons:
http://www.sedl.org/change/issues/issues43/support_for_inclusion.html