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"I've counted Jon": transformational experiences of teachers educating students with disabilities
M F Giangreco1, R Dennis, C Cloninger
1Department of Special Education, University of Vermont, Burlington.
Exceptional Children
|February 1, 1993
Summary
General education teachers reported positive transformations after having students with severe disabilities in their classrooms. These inclusive experiences benefited students, classmates, and teachers, highlighting the value of inclusive education.
Area of Science:
- Special Education
- Inclusionary Practices
- Teacher Professional Development
Background:
- General education classrooms are increasingly including students with severe disabilities.
- Understanding teacher experiences is crucial for successful inclusion.
Purpose of the Study:
- To explore the experiences of general education teachers with students with severe disabilities.
- To identify benefits and challenges associated with inclusive classrooms.
Main Methods:
- Qualitative study analyzing interviews and questionnaires from 19 and 18 general education teachers, respectively.
- Categorical coding procedures were used to identify key themes.
Main Results:
- Despite initial reservations, most teachers (17/19) described transformative, positive experiences.
- Benefits were reported for students with severe disabilities, their peers, and the teachers themselves.
- Teachers identified helpful and unhelpful support services for inclusive settings.
Conclusions:
- Inclusive education for students with severe disabilities can lead to significant positive outcomes for all involved.
- Effective support services are essential for maximizing the benefits of inclusion.
- Teacher training and support are vital for fostering positive and successful inclusive classrooms.