Date
11-13-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Susan Stanley
Keywords
special education, implementation, inclusion, collaborative learning
Disciplines
Education
Recommended Citation
Tate, Lashante, "The Peoples’ Perception of the Influence of Inclusion on Academic Performance to Students with Special Educational Needs in Public Schools; a Qualitative Ethnography Study" (2025). Doctoral Dissertations and Projects. 7588.
https://digitalcommons.liberty.edu/doctoral/7588
Abstract
The purpose of this qualitative ethnography study was to explore how teachers perceived the influence of inclusion practices on the academic performance of special education (SPED) students in public schools. Guided by Vygotsky’s social development theory (SDT), the study was conducted at Growing Hands & Feet Academy in a southern state and included 12 certified teachers with at least three years of teaching experience in inclusive classrooms. Data were collected through in-depth interviews, focus groups, and classroom observations and analyzed using thematic coding and content analysis. Findings revealed that teachers generally perceived inclusion as beneficial to SPED students’ academic and social development, citing improvements in literacy, social skills, and engagement. Teachers also reported employing strategies such as differentiated instruction, collaboration with special education staff, and technology integration to support inclusion. However, challenges were identified, including limited resources, time constraints, and behavioral management difficulties. These insights underscore the importance of professional development, institutional support, and collaborative practices to strengthen inclusion programs and improve academic outcomes for students with special needs.
