How Teachers View Inclusion of Special Education Students: A Case From South Texas

Abstract

This article examines contextual factors that impact inclusive education in the Rio Grande Valley region of South Texas, United States. Based on the analysis of teachers’ narratives, the study concluded that teachers perceive inclusive special education as a student's right primarily grounded in the social justice context of education. While teacher preparation and administrative support aid in implementing inclusive practices, the socio-cultural values shape teachers’ classroom practices in teaching special education students. Furthermore, implementing inclusive education practices lacks emphasis on content-area instruction for special education students, demonstrating the need for a reconceptualization of the global movement on inclusive education.