Determining and Describing the Essential Components of a Purposeful Inclusion for Students with Significant Cognitive Disabilities

This qualitative phenomenological study focused on determining and describing teachers' lived experiences in implementing inclusion for students with significant cognitive disabilities. Inclusion as an educational practice entails that special education students are provided access to the general education curriculum. While progress has been noted in the practice of having special education students learn alongside non-disabled peers, scholars are also clear of a need to move inclusion towards a reframed paradigm and practice. Scholars posit it is best to ground this pedagogy on improved efficiencies in school practices to address possible barriers in the implementation of a purposeful inclusion for students who are more likely to be placed in less inclusive settings because of cognitive, social, and behavioral limitations. The study is anchored on Communities of Practice (CoP) tenets, and complementing this framework is the school development component of Ainscow's framework on levers of change. Furthermore, special education, and general education teachers, from a K-5, Title 1 public school in Southeast Texas who work with students with significant cognitive disabilities were recruited through snowball sampling. Data from the interviews were analyzed for themes, commonalities, and significant statements that provided insight into the phenomenon and hopefully would serve as an impetus for change in other educators' mindsets and instructional practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]