Supporting Elementary Age Students With Significant Disabilities In General Education Classrooms: Personal Perspectives On Inclusion

Abstract

This study was an examination of areas of success and difficulty related to the provision of appropriate adaptations and supports within two districts transitioning to include students with significant disabilities within general education classrooms. Both districts used itinerant special education teachers to support the students with significant disabilities. Individual perspectives of general education teachers were gathered from interviews with 4 reputational cases and supplemented with real-life examples from observations in these teachers' classrooms. Multiple themes emerged across the categories of adaptations, supports, and teacher philosophy. Children with significant disabilities were described in the interviews and observed in their classes as belonging in general education classrooms and as being full members of these classrooms. Difficulties were reported related to designing and implementing appropriate and relevant individualized adaptations and supports.