Secondary History Teachers and Inclusion of Students with Disabilities: An Exploratory Study

Abstract

This exploratory study examines secondary history teachers' views and attitudes towards the inclusion of students with disabilities in the secondary history classroom. The researchers interviewed twelve teachers, asking questions addressing: general background information of participants, teachers' instructional approaches and curriculum development, teachers' views about students with disabilities and inclusion, adaptations made for students with disabilities, and contextual supports available for teachers. Four major themes emerged from the interview data: teachers' instructional approaches and curriculum development, adaptations for students with disabilities, teacher views towards students with disabilities, and contextual support available for general education teachers. Teachers viewed history instruction, curriculum, and assessment as standard for all children, regardless of ability level. Teachers made very superficial changes to assignments rather than truly “adapting” assignments or instructional approaches. Several teachers expressed hostility towards the concept of inclusion and argued that students with learning difficulties should not be in the mainstream content-area classroom. The interview data revealed the lack of preparation of history teachers for teaching students with disabilities. Finally, the issue of contextual support arose in the interview data. Implications for social studies education are discussed.