Teachers today have a responsibility to teach a wide range of learners in the general education classroom. Federal laws in the United States such as Individuals with Disabilities Education Act (IDEA), No Child Left Behind Act (NCLB), and Every Student Succeeds Act (ESSA) were implemented to ensure that all children are held to higher expectations and with appropriate services to learn in public schools. At the same time, researchers have demonstrated that a teacher’s experience, lack of support in the classroom and varied belief on inclusive education can impact the outcome of achieving inclusion. The purpose of this research is to address the question, What approach can educators use in public schools to build an inclusive classroom and school community for students in special education? Jack Mezirow’s Transformative Learning Theory was used in this project to guide the framework of a professional development training that will foster reflective thinking and discourse in schools. This training will help individuals to be aware of their strengths, weaknesses and areas of improvements through using self recorded videos in the classroom, self-reflective questionnaires, and applying reflective discussion in professional learning community (PLC) groups.
Reflective Practice, Special Education, Staff Development
Moua, Yama, "A Reflective Approach To Building An Inclusive Classroom And School Community For Students In Special Education" (2019). School of Education and Leadership Student Capstone Projects. 378.
School of Education Student Capstone Projects