Electronic Journal for Inclusive Education
Abstract
The purpose of this qualitative study was to explore the perspectives of the three regular education teachers about full inclusion practice in a metropolitan elementary school. This study was intentionally designed as a participatory and constructivistic inquiry. Through the process of classroom observations, participant observations and in-depth interviews, this study was attempted to answer three research questions: (1) What are the perceptions of regular education teachers who participate in the full inclusion program? (2) What are their perceptions about student learning? and (3) What are the advantages and disadvantages of full inclusion? Findings revealed three themes that were related to the participants’ emotional reactions in implementing full inclusion, their perceptions about student learning, and their viewpoints about full inclusion. Implications for successful full inclusion program were discussed.
Repository Citation
Ratcliff, O. M.
(2009).
Voices of Classroom Managers: Their Realities of Full Inclusion,
Electronic Journal for Inclusive Education, 2
(4).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
