Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.

Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.

Author ORCID Identifier

https://orcid.org/0000-0003-3531-3464

AccessType

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Program

Education (also CAGS)

Year Degree Awarded

2021

Month Degree Awarded

February

First Advisor

Michael Krezmien

Subject Categories

Accessibility | Educational Assessment, Evaluation, and Research | Educational Methods | Elementary Education | Other Education | Secondary Education | Social and Behavioral Sciences | Special Education and Teaching | Teacher Education and Professional Development

Abstract

The field of education has been changing with regard to inclusion of students with disabilities in general education classrooms. Not only are we seeing more students with disabilities being educated in public schools, but we are seeing students with more significant special education needs. Although schools are expected to provide a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), many of the staff within the school, such as special education teachers, general education teachers, related service providers, paraprofessionals, and even administrators, aren’t sure how to provide the services and implement the strategies to allow the students to make effective progress in the LRE. A study of the International Survey of Inclusion was used to gather information from educators in a Northeast state about their knowledge and perceptions of inclusion, Emotional and Behavioral Disorders, and knowledge of Evidence Based Practices. This was the first study in the U.S. that investigated perceptions and knowledge in a single study, and the first to employ a design that collected educator initiated statements of EBP. There were 684 participants who responded to the survey, of which 46% completed the section that included the Likert scale items only and 53% completed the short answer items that were asking for EBPs for working with students with described disability. The findings from this study have potentially revealed some major issues with respect to teacher perceptions and knowledge of students with disabilities and inclusion. he inconsistency of educator beliefs in their knowledge of characteristics of students with disabilities and the associated strategies to support students with disabilities in general education settings revealed a problem related to educator training, both at the pre-service level and at the professional development level. Second, the lack of adequate knowledge of EBP for students with EBD also has some implications for teacher training and professional development.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Share

COinS