Date of Award
4-17-2016
Document Type
Thesis
Abstract
This meta-synthesis of teachers and inclusive classrooms examines the relationship between the inclusive classroom and teachers that feel successful at teaching in an inclusive classroom. Teachers of inclusive classrooms have expressed how they feel more successful after having training and support in relationship to having an inclusive classroom. However, without training and support by their administration, teachers do not feel prepared to teach in an inclusive classroom due to the extra time and support students with disabilities may require. Inclusive classrooms could be very successful if all teachers felt as though they had the tools, education, and support needed to teach an inclusive class.
Recommended Citation
Hudson, Jennifer L., "Teachers and the Inclusive Classroom: A Meta-Synthesis" (2016). Special Education Masters Program Theses. 47.
https://ualaska.researchcommons.org/uas_specedma_theses/47
Handle
http://hdl.handle.net/11122/12338