"I still want to challenge my special Ed kids, but I don't know how!": Secondary teachers' perceptions and practices of inclusive math and science education in the United States.
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| Title: | "I still want to challenge my special Ed kids, but I don't know how!": Secondary teachers' perceptions and practices of inclusive math and science education in the United States. |
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| Authors: | Sebti, Latifa1 (AUTHOR) sebtil@wpunj.edu, Iqtadar, Shehreen2 (AUTHOR) |
| Source: | Journal of Research in Special Educational Needs. Oct2025, Vol. 25 Issue 4, p930-944. 15p. |
| Subject Terms: | *Inclusive education, *Special education, *Qualitative research, *Students with disabilities, *Science education, *Teacher attitudes, *Mathematics education, Cooperativeness |
| Geographic Terms: | United States |
| Abstract: | Teachers' perceptions and practices of inclusive education shape the way diverse students with disabilities access regular education, which impacts their academic and social performance. The purpose of this exploratory case study is to examine the perceptions of inclusion and practices that general education and special education teachers use in their inclusive math and science classrooms to address the needs and interests of students with disabilities. This study is guided by Disability Studies in Education (DSE) and inclusive education theoretical approaches. A qualitative approach was conducted using semi‐structured interviews with six general education teachers and one special education teacher who teach in inclusive secondary math and science classrooms. The results show that implementation of inclusive practices is influenced by teachers' attitudes towards inclusion and hindered by challenges related to collaboration. Implications for training on inclusive ideological and instructional practices and restructuring the collaboration between general and special education teachers are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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