Although numerous factors have been identifed in the literature as contributing to the low rates of placement of Students with Severe Disabilities (SWSD) in the general education classroom, this study directly addressed a gap in the literature. Little research has been reported on the experiences and perspectives of General Education Teachers (GETs) who demonstrate inclusive practices for SWSD in their general education classrooms regarding their preparation that may have contributed to their being nominated by their administrators as successfully implementing inclusive practices for SWSD in the general education classroom. It is my hope that the findings from this dissertation will help to ignite future research in this area, enabling more GETs to support SWSD in their general education classrooms and increasing the number of SWSD participating in inclusive education and making progress in the general education curriculum.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/44432 |
| Date | 13 May 2022 |
| Creators | Kras Keenan, Jennifer |
| Contributors | Rossetti, Zachary |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
Page generated in 0.0015 seconds