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Inclusive education experiences, opinions, and perspectives among high school educators
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- Author(s) / Creator(s)
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This qualitative action research project examined common experiences, opinions, and perspectives of high school educators regarding the inclusive education of students with exceptionalities. Participants included four high school teachers who are teaching introductory high school courses (10 level) in the 2021-2022 school year from the Science, Social Studies, and English departments. Data were collected through one-on-one interviews and analyzed through an inductive coding approach to allow the data and narratives to unfold and speak for themselves. Findings portrayed a significant array of experiences with teaching and programming for students with exceptionalities. Participants shared positive beliefs and benefits of why students with exceptionalities should be included through inclusive programming. Barriers to inclusion were also identified. Several strategies to support both students and educators/teachers with inclusion for students with exceptionalities were discussed by participants.
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- Date created
- 2022
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- Type of Item
- Research Material