Teaching middle-school inclusion classrooms: a qualitative exploratory multiple-case study

Abstract

The purpose of this qualitative, exploratory multiple-case study was to explore and identify the patterns and types of instructional challenges of teaching middle-school inclusion classrooms within the Metro-Phoenix area to assist in developing effective policies and teaching practices. Twelve middle-school teachers within Maricopa County, Arizona participated via 10-question semi-structured and 10-question structured telephone interviews to identify similarities and patterns related to instructional challenges of teaching middle-school inclusion classrooms. The semi-structured interviews asked 10 scripted questions, not necessarily in the same order, and prompted more discussion. The structured interviews asked 10 scripted questions in order, without conversation. Based on analysis of data, three major themes emerged. Theme 1: Funding is a significant challenge that impedes instruction in middle-school inclusion classrooms. Theme 2: Multiple skill-levels within one class impedes effective teaching in middle-school inclusion classrooms. Theme 3: Preparing for Arizona State mandated standardized tests impedes effective teaching in middle-school inclusion classrooms. Additionally, minor themes included concerns about problematic behavior specific to disabilities interfering with classroom management and concerns that inadequate professional development impeded effective teaching. Information obtained from this study can assist Arizona public school leaders in future policy-making decisions and curriculum specialists in designing future curriculum for inclusion classrooms. Further research can assist policy makers in developing clearly defined, effective inclusion programs.