Fawole, M. C. (2022). A qualitative descriptive study of a highly effective inclusive school district in New Jersey (Publication No. 29259143) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2708271487

Dissertation
Fawole, M. C. (2022). A qualitative descriptive study of a highly effective inclusive school district in New Jersey (Publication No. 29259143) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2708271487

Notes

Grand Canyon University (Phoenix, AZ); ProQuest document ID: 2708271487

Tags

Accommodation/s not specified; Disabilities Not Specified; High school; K-12; No disability; U.S. context

URL

https://www.proquest.com/docview/2708271487

Summary

Accommodation

Accommodations were not specified in advance of the inquiry. Engagement in inclusive practices by special and general educators at the secondary level was examined. Specifically, teachers' descriptions of their collective efficacy (defined as the perception that teachers caused learning through collective actions, behaviors, and practices) were explored. Accommodations and modifications discussed included guided notes sheets, the use of universal design for learning (UDL), different presentation styles and modalities for homework, and adapted graphic organizers.

Participants

Ten general educators and 11 special educators from a school district in New Jersey (U.S.) teaching at the secondary level participated. The use of modified inclusive practices to support students with disabilities in the classrooms was an inclusionary criterion.

Dependent Variable

The Braun and Clarke six-step thematic data analysis approach was used to determine emergent themes from individual semi-structured teacher interviews (30–75 minutes) and two focus groups (60 minutes).

Findings

Nine themes emerged: (a) high expectations, (b) collaboration, (c) individualized instruction, (d) administrative support, (e) continuum of services and support, (f) availability of resources and parental support, (g) inclusive vision, (h) building relationships with students, and (i) mindfulness. Participants discussed the importance of providing students with academic, social, and behavior support through accommodations. Educators emphasized that accommodations and modifications should be student-focused and should meet students' needs or remove barriers to learning.