Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

William Hunter

Committee Member

Olayinka Mohorn-Mintah

Committee Member

Susan Nordstrom

Abstract

Students with extensive support needs are moving into inclusive general education science classrooms in higher concentrations. Teachers’ commitment to their students and their attitudes towards their students can influence student success in the classroom and educator experiences or challenges can influence attitudes (Bhatnagar & Das, 2014; Carter & Hughes, 2006; Gonzalez, Henneman, & Schluter, 2019). In this CDT narrative inquiry study, I examined high school biology teachers’ narratives to address the following research questions: (1) What do the narratives of high school inclusive biology teachers reveal about their attitudes regarding the inclusion of students with extensive support needs in the general education classroom? (2) What do the narratives of high school inclusive biology teachers disclose about their experiences that are shaped by the inclusion of students with extensive support needs in the general education classroom? (3) What do the narratives of high school inclusive biology teachers reveal about the challenges encountered regarding the inclusion of students with extensive support needs in the general education classroom? Using stories and lived experiences shared through interviews, the findings developed into four themes that were entitled: Teachers’ Experience with Persons with Exceptionalities, Unprepared, Classroom Resources Needed, and Effective Strategies. Experiences shape attitudes, and as new experiences occur, attitudes can evolve. For the teacher participants, attitudes about inclusion changed over time as classroom experiences conveyed the understanding that inclusion is a must, shaped new mindsets, and led to effective strategies in the classroom to support their students with more extensive support needs. The fight is far from over for inclusion for students with more extensive support needs in the general education biology classroom. Teachers in the current classrooms need support, relevant professional development, and resources, while those looking to embark on a secondary education career need stronger and more focused classes to become strong advocates for all students and their learning. By equipping our teachers to use their teacher voice to empower their teaching, they find the right tools to help more diverse students with a variety of support needs, embrace their perspectives, and allow themselves to speak for their profession (Cortazzi 1993).

Comments

Data is provided by the student.

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Notes

Open access.

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