This research study examines teachers' perspectives on inclusive practices for students with disabilities, English Language Learners, and struggling learners, highlighting the challenges and implementation in K-12 classrooms. Despite progress through the Individuals with Disabilities Education Act, effective inclusion remains a significant challenge, with a growing emphasis on designing universally accessible practices (Hossain, 2012; Ferguson, 2008). The primary objective of the study was to assess the extent to which teachers incorporate inclusive strategies and to identify the obstacles they face in application, particularly regarding Universal Design for Learning (UDL) principles. The study also compares theoretical definitions of inclusion with educators' real-world experiences, revealing gaps between theory and practice. The research methodology uses a descriptive quantitative research design, utilizing an online survey as the primary data collection tool. The survey was distributed to a diverse sample of K-12 educators across various school districts to ensure a broad representation of perspectives on inclusion practices. The survey includes scaled questions assessing teachers’ views on the effectiveness of current inclusive strategies, their confidence in applying UDL principles, and the challenges they encounter in their everyday teaching. Statistical analyses were conducted to interpret the data and identify significant trends and correlations. The research provides actionable recommendations for enhancing inclusive education, contributing to a more effective teaching, and learning environment for all students.

Authors:
Cordelia Yates, Morningside University, United States

About the Presenter(s)
Dr Yates works at Morningside University as an Assistant professor of Education. She teaches primarily preservice teachers in the undergraduate program during the normal semester and graduate students during the summertime.

See this presentation on the full schedule – Sunday Schedule

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