Date Approved

5-5-2006

Embargo Period

4-7-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Students with disabilities; Teachers--Self-rating of

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to investigate special and regular education teachers' perspectives on issues such as training, experience, and education in teaching students with learning disabilities in inclusive settings. Twenty kindergarten, 1st, and 2nd grade teachers employed in an urban school district participated in the study. Of those, 13 are regular education teachers, and 7 are special education teachers. They responded to ten survey questions. Five teachers were randomly selected to participate in an interview in school. The results showed that special education teachers demonstrated a greater deal of competence in teaching students with disabilities than regular education teachers, while half of the regular education teachers in the study did not feel confident in teaching students with disabilities due to lack of training and education in the field of special education. Teachers' competence and their training for teaching students with disabilities were discussed.

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