Self-Contained Special Educators’ Perceptions toward Including Students with Significant Cognitive Disabilities in General Education Classes

Abstract

Teachers’ perceptions play a critical role in defining and giving meaning to new initiatives and policies in schools. However, very little is known about the perceptions of self-contained special educators responsible for students with significant cognitive disabilities (SCD) pertaining to the inclusion of students with SCD in general education classes and how those perceptions impact educational programming. In this qualitative study, the authors conducted semi-structured interviews with 21 special educators responsible for students with SCD who taught in self-contained classes within traditional public schools. The interview was designed to explore special educators’ perceptions pertaining to including students with SCD in general education classes and possible personal and environmental factors that may influence their perceptions. The findings suggest that self-contained special educators responsible for students with SCD are tentatively supportive of including their students in general education classes. However, several factors (e.g., lack of support, student abilities and skills, general educator attitudes) and reservations appeared to impact special educators’ decision-making pertaining to including their students with SCD in general education classes.