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Abstract

Special Education policy provides for the involvement and progress of students with disabilities in general education programs. Inclusionary educational practices are impacted not only by the skills of educators, but also by their life experiences, the challenges and rewards they experience in their work, and the perceived integration between the philosophy and practices of inclusion and the culture of their community. This study explores the experiences and perceptions of general education teachers and their special education teaching assistants living in remote Alaskan villages who participated in a distance delivered inservice preparation project to increase skills to support inclusionary education for students with disabilities. Based on (a) questionnaires, (b) permanent products, (c) group audio-conferences, (d) in-depth individual interviews, and (e) researcher field notes collected over a 24 month period, analyses of the data highlighted three major findings of educational significance, all related to teachers' experiences and perceptions. Categories of findings and discussion include: (a) the importance of personal stories, (b) teacher perceptions of challenges and supports for inclusionary practices, and (c) the perceived integration between the culture of special education and teacher experience of Alaskan village culture. The authors conclude with recommendations for the field that build upon experiences of individuals, their values, and beliefs in order to support and enhance the sustainable development and implementation of inclusion of persons with disabilities in school and community life.

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Experiences and Perceptions of Rural Alaskan General Educators: Implications for Preparation in Inclusive Practices

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