| dc.description.abstract | Inclusive high school general education classroom settings are comprised of students
with varying needs. In order to support those needs, this study explored the collaborative
partnerships among general education teachers and special education paraeducators in serving
students with disabilities in inclusion general education classroom settings. As more students
with disabilities receive their special education services in inclusive settings, this qualitative
study documents the roles, routines, expectations, beliefs, and interactions of high school general
education teacher and special education paraeducator teams in one suburban high school.
Furthermore, this study investigated the perceptions, experiences, and beliefs of district and
building leaders as well as special education teachers for the implementation of inclusive
education and the collaborative partnerships between general education teachers and special
education paraeducators. Data was collected through semi-structured individual and focus group
interviews, classroom observations, and a review of documents.
Through the use of an Activity Theory framework, this study aimed to seek and
understand what transformations may occur as general education teacher and special education
paraeducator collaborative teams navigate and develop an understanding of inclusion practices
and the implementation of such practices. The study emphasizes the need to for all members of
school and classroom communities to recognize what rules and resources govern their practices,
the social and cultural implications of their practice, and lastly, how they delineate what they do,
why they do it, and how they do it. | |
