Incorporating Teachers' Voices in the Implementation of Inclusive Education Practices

• In Event: Inclusive Education

Abstract

This qualitative case study was conducted in an elementary school to examine teachers' perspectives and beliefs about students with disabilities in general education classrooms. The participants of this study were recruited from an elementary school located in Rio Grande Valley, which lies across the US-Mexico border region in South Texas, United States. Preliminary results indicate that teachers view inclusive education practices as pedagogically challenging. While the Individuals with Disabilities Act (2004) states that students with disabilities should participate in regular education curriculum to the maximum extent possible, most teachers consider inclusion a debatable "ideology". The study provides an insight into the implementation of inclusive education practices in culturally diverse high need schools.

Authors

• Ashwini Tiwari, University of Houston - Downtown

• Ajay K. Das, Empire State University - SUNY