| This qualitative study explored eight elementary special education teachers' perception of the inclusion model in two charter schools located in Washington, D.C. Students with disabilities comprise 12% of the population of students attending charter schools in Washington, D.C., one of the leading geographical areas of charter schools. There are controversies about charter schools' practice and philosophy of inclusion. Rhim (2008) stated that very little is known about the degree to which the students with disabilities who are spending most of the school day in general education classrooms are receiving the aids, supports, and special services required to succeed in the general education classroom. The theoretical perspectives of Vygotsky's (1978) Social Constructivist Theory and Bem's (1972) Self-Perception Theory guided this study along with three research questions. One on one interviews were the source of data. Data were compiled and analyzed using the qualitative analysis software program NVivo. Three major themes emerged during the analysis of the data: teacher perceptions of inclusion, factors influencing teacher perceptions, and impact of disability type on teacher perceptions. These three themes specifically answered the research questions guiding the study and align with the literature in general, while adding to the research corpus and informing future changes that might be made to improve inclusion practices, teacher perceptions, and the academic and social well-being of special education students overall.;The findings of this study, in combination with the theoretical and evidence-based literature, revealed that inclusion in charter schools warrant consideration of special education teacher contributions to the general education classroom; increasing special education awareness, experience, competencies of administrative and general education professionals; and better facilitating, supporting, and engaging in special education and general education teacher collaboration. The findings of this study may provide charter school administrators and teachers insight for implementing inclusion practices. |
