Inclusion for All? An Exploration of Teacher’s Reflections on Inclusion in Two Elementary Schools

Abstract

Teachers face numerous challenges. Pressure exists to meet Common Core Standards and increase state test scores while operating on shoestring budgets. In addition, public schools have seen an increase in students with disabilities—individuals with unique academic and social needs. Due to the Education for all Handicapped Children Act of 1975, inclusion in general education classrooms is the right of children with disabilities. Disability advocates applaud this act for ensuring equality for all. Yet, equality is not akin to equity. In classrooms where teachers lack proper training, children with special needs may not experience equity, ultimately weakening the intent of inclusive practices. The current study stems from a commissioned needs assessment that explored how teachers at two elementary schools in Northeast Ohio define inclusion, current training related to students with disabilities, and teacher recommendations for training/resources to teach students with special needs effectively. The article ends with policy and future research recommendations.