Issues influencing implementation of inclusion in the regular classroom : perspectives from special education and regular classroom teachers

Abstract

This study was premised upon the issues that influence the successful implementation of inclusion in the regular classroom. In particular, this qualitative research investigated the perspectives of experienced regular classroom teachers and special education teachers regarding the issues which influence the successful implementation of inclusion. Qualitative research methods were utilized, including the use of an interview guide and field notes. Four elementary teachers were interviewed via the telephone: two special education teachers and two regular classroom teachers. Data collection took place from the largest school district in Canada. Data analysis and interpretation continued throughout the research process. Findings reveal that the special education teachers and regular classroom teachers have very similar beliefs regarding the issues that influence the implementation of inclusion in the regular classroom.