The history of incorporating students with disabilities in the general education classroom is driven by parents and advocates of children with disabilities. The push has been to educate all children in the least restrictive environment (LRE), changing the role of general education teacher from a subject matter specialist to include the responsibility of educating students with a wide range of special needs. While most agree that educating children with disabilities in the general education classroom alongside their non-disabled peers is better than excluding them from academic and social opportunities, general educators have been a noticeably absent voice in regards to these changes. The purpose of this qualitative study was to give general educators the opportunity to provide this missing voice. In order to collect data for this phenomenological study, open-ended interviews were conducted with 22 teachers in Northeast Tennessee. The subjects were purposefully sampled to gain maximum variation in terms of school setting, years of experience, and subject matter taught. Using constant comparative analysis, incidents were classified into teacher perceptions regarding incorporating students with disabilities in their classroom, the efficacy of this practice, and facilitators and barriers to this practice. Within each of these categories, sub-categories emerged. The data collected in this study supported the notion that general educators were excluded from the decision making process in regards to special education, and that they viewed the rules and regulations as mandates handed to them by superiors as opposed to joint decisions made in the best interest of their students. Respondents also voiced their opinions regarding the efficacy of incorporating students with disabilities in the general education classroom, as well as facilitators and barriers to success with the practice. This study is important to parents, teachers, and administrators who are interested in a better understanding of the phenomenon of incorporating students with disabilities in the general education classroom from a general education teacher's perspective. It also serves to provide the missing voice of the general educator in regards to this topic.

Inclusion is considered the least restrictive environment for most students with disabilities. The purpose of this study was to examine teachers’ and administrators’ perceptions of inclusion in general education classrooms for students with autism. This included an examination of how schools determined placement for students with autism, the academic and social influences of placement in the general classroom, perceptions of teachers and administrators about inclusion for students with autism, teaching strategies that worked for students with autism in the general classroom, and the influence other students in the classroom have on students with autism. Participants in the study were from one county school system in Tennessee. All data were collected through in-depth analysis of interviews with teachers of students with autism. Results from this study may provide information to teachers and administrators which assists in supporting teachers and educational assistants in the general classroom with students who have autism, as well as increasing the positive effects of inclusion for students with autism in the general education classroom.

The purpose of this dissertation is to investigate the perceptions of distributed leadership held by 15 administrators of special education and 15 special education teacher leaders invited to perform a Q-sort, rank ordering 40 statements representing distributed leadership attributes. The research questions that guided this investigation included: 1) Are there any clusters of participants who ranked the leadership statements similarly and differently; 2) Are the clusters related to demographic or personal characteristics associated with the participants; 3) Were there similarities as to how the items were ranked by the participants among the clusters; 4) Are there themes depicting the clusters based on the statement rankings; and 5) To what extent is there a relationship between the cluster composition, demographic and district variables? Results revealed two factors of participants who sorted their cards similarly, the priority given to each statement representing distributed leadership traits, and the preferred attributes associated with each factor. Each factor was further examined to determine how the demographics of the participants contributed to the similar sorts. This study demonstrates the importance of special education leaders developing an understanding of both the organization's purpose as well as the staff members' needs, personalities, strengths, and skill sets. As special education leaders move across the continuum of distributed leadership, their leadership practices transition from distributing leadership tasks from a top-down model to creating a truly collaborative environment embedded into the organization as it becomes action oriented through continuous improvements in programming and instruction with students with special needs. This research will contribute to expanding the understanding of distributed leadership practices in the field of special education. Future research should be devoted to better understanding the relationship between special education and distributed leadership, and the influence special education leadership has on an organization's culture, student programming, and student achievement in relationship to state accountability measures.

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As the inclusion of students with special needs in general education classrooms becomes more prevalent, it is imperative that all teachers possess a solid understanding of special education law and procedures. This thesis presents the results of a survey conducted among general education teachers, aiming to assess their level of knowledge regarding special education law, explore how they acquired this knowledge, and investigate instances in which they applied it. The study underscores the shift in responsibility from specialized educators to general teachers and seeks to pave the way for enhanced educational outcomes for students with special needs. The implications of this research extend to teacher preparation and training, advocating for potential changes in educational policies and teacher training programs. By shedding light on the current state of knowledge among general education teachers, this study aspires to stimulate further research and contribute to a more inclusive and effective educational environment for students with special needs.

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