Date
12-4-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Janet Vosen
Keywords
inclusive education, teacher preparation programs, school environment, applied behavior analysis.
Disciplines
Education
Recommended Citation
Peebles, Realite, "Managing Inclusive Classrooms in Michigan Schools: A Collective Case Study" (2025). Doctoral Dissertations and Projects. 7746.
https://digitalcommons.liberty.edu/doctoral/7746
Abstract
The purpose of this collective case study was to understand the training that general education teachers need to manage inclusive classrooms in Michigan elementary school. The theory guiding this study is Dewey’s Progressivism theory as it focuses on active participation in learning and identifying problems and offering tailored solutions. The focus of the Central Research Question is how general education teachers are prepared to manage inclusive classroom environments. The researcher used a collective case study research design with a sample size of 10 participants. Data were collected through surveys, interviews, and journal prompt responses, and subsequently analyzed using open coding followed by axial coding. The results are organized into two key themes, professional development and school environment. The sub-themes are engagement, technology usage, interventions/supports, and daily preparation. Development of each theme revealed insights into how teachers prefer to be supported. In general, teachers advocate to receive training in-person rather than virtually and they find that technology significantly contributes to behavior problems in the classroom. Teachers' engagement with inclusive education training is often driven by their perception of its relevance and the opportunity for collaborative learning. While technology is a widely recognized resource for students, its integration into inclusive classroom practices is frequently hindered by teachers' negative perceptions and a lack of adequate training. The school environment influences a teacher's ability to effectively manage an inclusive classroom. The level of support teachers receive from their school, significantly influences their capacity to implement inclusive practices successfully.
