Perceptions of special education teachers concerning their interactions with general education teachers

John Thomas Hutchings, Purdue University

Abstract

This study explored the perceptions of special education teachers concerning their interactions with general education teachers and examined differences in these perceptions based on existing structural differences, including administrative organization, instructional level, and category of disability served. Qualitative research methods associated with phenomenology were utilized. Data collection primarily involved semi-structured interviews and nonparticipant observations of eight special education teachers purposely selected to meet the site, context, and inquiry parameters of the study. Data analysis encompassed procedures associated with grounded theory, with verification processes focused on evidentiary inadequacy and member checking activities. Coding of the data resulted in identification of 24 themes which were subsumed under five dominant response categories--task-related response, structural (dualism) awareness, role-related response, strategic response, and personal response--all relating to the core category of inclusion. A number of statements summarizing the perceptions of special education teachers concerning their interactions with general education teachers were proffered and a schematic summary of these perceptions was developed. Findings of the study were presented in three ways: (1) in abbreviated case studies of each of the participants; (2) by cross-case analysis of responses to interview guide questions; and (3) through cross-case analysis according to the themes identified.

Degree

Ph.D.

Advisors

McInerney, Purdue University.

Subject Area

Special education|School administration

COinS