[[alternative]]Challenges of Inclusive Education: Experiences from Regular Classroom Teachers

[[abstract]]The purpose of this study was to explore the regular classroom teachers' experiences and perspectives toward "inclusive education." Data were collected through in-depth interviews with twelve elementary school regular classroom teachers. The major findings of this study were as follows: 1. Teachers expressed different reactions upon having disabled students in the class. Some accepted the assignment based on their training background, related experiences and humanity concerns. Some teachers objected to the assignment for reasons of increasing workload, lack of training, or being unprepared. 2. It was found that teachers were in the dilemma in terms of instruction, students' educational rights, and learning effectiveness. Some teachers realized that curriculum and instructions should be designed based on needs of every student, educational rights of disabled children needed to be protected, and reported to observed positive effects of inclusive education on both disabled students and non-disabled peers. However, some teachers felt incompetent to change the rhyme of fixed curriculum and whole class teaching, and to manage disturbing behaviors or teach low functioning students. They also reported to feel frustrated when they were questioned by parents of non-disabled students. 3. As a result of having one or two disabled students in the class, some teachers adjusted well and tried efforts to reconstruct their teaching, build pleasant teacher-peers relationships, provide better learning opportunities for disabled students, and properly use peers, special education teachers, itinerant teachers, parents, therapists, or volunteers. However, some teachers reported to have difficulties to make such adjustments. 4. Teachers reported to experience of gaining sense of achievement, learning more teaching strategies, and having better understanding of rights and needs of disabled students, meaning of equality, and special education. However, some teachers still reported to have sense of incompetence, helplessness, and guilt. 5. Most teachers could recognized the ideal of inclusive education, however they suggested that placements decisions for disabled students needed to be made based on thorough evaluations and support systems, especially, needed to be established for regular classroom teachers. According to the results of this study, some suggestions in terms of policy and practices were provided for policy decision-makers, school administrators, and regular classroom teachers.