A Phenomenological Study of Teachers' Experiences of Students with Learning Disabilities in Mainstream Middle School Classrooms

General education teachers are not being adequately trained to teach students with learning disabilities who are included in general education classrooms. The purpose of this phenomenological study was to explore middle-school teachers' lived experiences regarding the accommodation of students with learning disabilities in general education classrooms and the efficacy of preservice and inservice training and professional development in helping teachers to meet the needs of all students. The study was conducted in a single school district in Northern California. Semi-structured face-to-face interviews with 20 credentialed middle-school general education teachers generated five themes describing the teacher experiences and perceptions with regard to teaching students with learning disabilities in the general education classroom. Data revealed the perceptions of (a) the challenges of teaching in an inclusive classroom; (b) inadequate preparation and professional development specifically lacking hands-on, practical experience, and training; (c) a willingness for collaboration among teachers and specialists but existing limitations of availability and time; and (d) the existence of safe learning environments for students. The information gained from this study has value to a variety of audiences concerned with teacher preparation, teacher training, and teacher support for the inclusion of students with learning disabilities in classrooms. Recommendations include reevaluation and restructuring of professional education and development course opportunities to incorporate practical experience and solutions.