Exploring Attitudes Toward Problem-Solving for Students With Disabilities in Inclusive Classrooms

• In Event: Inclusive Education in Curriculum and Contexts

Abstract

This study designed, validated, and piloted a questionnaire to capture students with disabilities’ attitudes toward problem-solving in inclusive classrooms. The research responded to the challenging issue that limited opportunities for students with disabilities to develop problem-solving skills. By using a sequential mixed methods design, the study explores the underlying factors that affect both students’ and teachers’ perceptions of student problem-solving abilities in inclusive classrooms. Findings from the quantitative data suggest that the questionnaire was helpful to capture the attitudes towards problem-solving for students with disabilities. The qualitative data suggest that factors such as the nature of the projects, existing school support, and professional development have a crucial impact on students’ problem-solving attitudes in inclusive classrooms.

Authors

• Xiaoxue Du, Teachers College, Columbia University

• Ellen B. Meier, Teachers College, Columbia University