The Relationship between Inclusive Practice, Teacher Backgrounds and School Context

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 2
  In Roundtable Session: Collaborative Approaches for Inclusive Education

Abstract

Research has documented long standing challenges and concerns with inclusion, even though most students with ED receive a significant amount of instruction in general education classrooms. Improving students’ outcomes requires parallel attention to professional development of their teachers. Our study investigated factors that might influence teachers’ self-reported knowledge, use and perceived effectiveness classroom based inclusive practices for students receiving special education services for Emotional Disturbance (ED). Our paper shares preliminary findings and outlines the next steps of analysis.

Authors

• Xiaoxia A. Newton, University of North Carolina - Charlotte

• John William McKenna, University of Massachusetts - Lowell