Abstract:

Inclusion in public schools involves providing the least restrictive environment for students with disabilities.  A lack of understanding often exists among general and special education teachers in relation to the implementation of inclusion in general education classrooms. The focus of this phenomenological study was to describe the daily lived experiences of 4 general and 4 special education elementary school teachers who taught in an inclusion setting in a large urban district in the southeastern United States. The conceptual framework for this study was based on Glasser's concept of an individual's quality world. Key findings  revealed that participant's believed successful implementation of inclusion is dependent on professional development opportunities, administrator support, and mutual respect between general and special education teachers. Implications for positive social change are that general education teachers may be more receptive to integrating student with disabilities in the general education setting, and special education teachers may take a more active role in the implementation of inclusion.

Publication:

Allison, R. (2011). Inclusion through the eyes of educators. The Conversations That Need To Be Heard. LAP Lambert Academic Publishing. ISBN 978-3-8465-2426-8

Faculty Spotlight:

Academically, I have received a Bachelor's Degree from Austin Peay State University in Social Work (1994), a Master's Degree in Special Education (ED,LD,MR) from the University of Phoenix  ( 2006) and  my Doctorate in Education ( Specialization  in Special Education) 2011 from Walden University .

Currently I am an Instructional Specialists for Virginia Beach Schools in Virginia Beach, VA. Prior to this position I  taught special education  for seven years as well as the special education department chair at my current school. I have worked with children with various disabilities, ranging from mental retardation to emotional disturbance , other health impaired, visual impairments, autistic spectrum disorder and  individuals with learning disabilities  in both the inclusion and self-contained.

At Grand Canyon University, I  teach graduate as well as undergraduate students as well as supervise practicum students as well as been the Site Supervisor for student teachers in the Virginia Beach School Division as well as the Chesapeake School Division. I also have assisted in designing elementary curriculum in the areas of Social Studies, Health and Physical Education as modeled by Wiggins and McTighe's Understanding by Design .

Prior to being an educators I work as a Mental Health Counselor specifically with individuals whom under the DSM-V would be determined as specifically and mentally ill. My  consumers ranged in mental illness from: paranoid schizophrenia, schizoaffective disorder, bi-polar disorder, obsessive compulsive disorder, post traumatic stress disorder, conduct disorder, and narcissistic personality disorders.  My clients ranges in ages 14-70.  I also worked in the field of geriatrics as I was a geriatric Social Worker. My cliental included wounded and retired veterans, whom live in the nursing home setting.