Program

Special Education M.A.

Number of Pages

70

Year Approved

2024

First Advisor

Strand, Charles

Second Reader

Jan Mrozinski

Abstract

The topic of educating students with severe disabilities in the general education setting is not a new idea. Inclusion of these students into the mainstream educational setting is supported by the Individuals with Disabilities Act and through decades of research. The benefits of educating students with disabilities in the general education setting have been studied extensively, and include academic benefits, increased social skills and more access to grade level curriculum. Based on this, it has been concluded that teachers have a duty to educate all of their students, including those with disabilities. The purpose of this thesis is to first acknowledge that there are several barriers and challenges that still exist for implementing successful inclusive education, and secondly, to identify strategies that current educators can implement to overcome some of the barriers that exist. These strategies highlight the importance of collaboration, communication and differentiation. Several studies are reviewed that address both the barriers and strategies for the inclusion of students with severe disabilities in a general education classroom. Additionally, a practical application of the research is included to provide information to current educators who are seeking to implement a successful inclusive classroom. This information is presented in the form of a handbook intended for general education teachers. The handbook can be shared with teachers and contains information about the whole process of inclusion of students with severe disabilities in the general education classroom.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis

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