Date
3-22-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Alexandra Barnett
Keywords
learning disabilities, pre-service training, inclusive education
Disciplines
Education
Recommended Citation
Hart, Tondra E., "A Qualitative Study: Teacher Perceptions About How They Are Prepared to Teach Students with Multiple Learning Disabilities in an Inclusive Classroom Setting" (2024). Doctoral Dissertations and Projects. 5253.
https://digitalcommons.liberty.edu/doctoral/5253
Abstract
The purpose of the phenomenological study was to explore the perceptions and lived experiences of teachers in Georgia and how the pre-service training received by them prepares them for an inclusive classroom, including students with multiple learning disabilities. Educators who are teaching in an inclusive classroom are defined as having completed the required education and pre-service training to teach both students with disabilities and students without disabilities. The central question for this study was: How do teachers perceive they are prepared to teach students with multiple learning disabilities in an inclusive classroom setting? The study used a qualitative phenomenological research design with purposeful sampling to identify participants. The setting for the study was an average-sized school district in Georgia. The data was collected through interviews, a focus group, and questionnaires. The phenomenological qualitative approach revealed teachers' underlying feelings and experiences after pre-service training when teaching in an inclusive classroom. The theory guiding the study was Bandura’s self-efficacy, which relates to an individual’s belief in their capacity to perform behaviors needed to reach specific goals. Understanding teachers' experiences and their outcomes can assist in understanding how they function in the classroom, particularly as it relates to students with multiple learning disabilities. The 12 participants in the study were teachers who have taught in K-12 schools for more than one year and were teaching in some capacity at the time of the study. Moustakas data analysis was used for the study. The data analysis included reviewing and examining data from individual interviews, a focus group, and questionnaires. The data showed that teachers had very little pre-service training and they directly correlated a lack of efficient pre-service training with feelings of classroom inadequacy when teaching students with MLD. Teachers also discussed that when they don’t feel prepared, they feel like they are doing a disservice to the student. The results also showed that 11 out of 12 teachers felt that what they have learned and the tools they have used in their inclusive classroom has been self-taught. At least 9 of the participants stated that much of the professional development they are required to participate in is not useful. The participants felt professional development was just something that checks a box but does not provide useful tools. Requiring additional training, in addition to higher education, would be helpful because pre-service teachers could gain practicum experience before they take on the full range of responsibilities involved with teaching students with MLDs. It would also be beneficial for teachers to receive annual certification for teaching students with MLDs, writing IEPs, and facilitating inclusive classroom instruction. The additional training would help teachers stay current on the laws, proces
