Elementary Teachers’ and Principals’ Concerns in the Implementation of Inclusion in a South Texas School District

Abstract

The purpose of this study was to examine the concerns that elementary education teachers, special education teachers and campus administrators in one South Texas school district have regarding the use or non-use of inclusionary practices as a means of educating students with special needs. It is important to examine these concerns as they can influence the practice of inclusion, accountability, and campus leadership. This qualitative study explored the concerns of campus administrators who do and do not utilize inclusionary practices in their respective campuses. This study addressed the concerns to determine what suggestions could improve the education of special education students that are and are not participating in inclusionary practices as a method of education. The results of this study revealed that the delivery of inclusion required great support from all individuals within a school setting, especially school administrators.