Inclusive Education Practices in Schools Across the U.S.-Mexico Border

• In Event: Hilton Roundtable Session 18
  In Roundtable Session: International Inclusion Education

Abstract

This qualitative study focuses on examining teachers’ perspectives and beliefs about inclusive education in Rio Grande Valley region. Furthermore, it taps into the teachers’ meaning making of education for students with special needs who are primarily from Mexican American backgrounds. Data for this study was collected by administering semi-structured interviews and observations. More specifically face-to-face interviews were conducted with 26 teachers for 45-60 minutes, which was recorded and later transcribed. The data reveals that teachers are concerned about content area instruction in fully inclusive classroom. The teachers stated that English language learning needs in addition to special needs makes inclusion difficult. Furthermore, the teachers indicated inadequate professional knowledge for their inability to include special education students in their classrooms.

Authors

• Ashwini Tiwari, University of Houston - Downtown

• Ajay K. Das, Empire State College - SUNY

• Bernardo E. Pohl, University of Houston-Downtown