Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors

This phenomenological study explored the factors that affect the willingness of general education middle school teachers to include IDEA-eligible students who exhibit disruptive behaviors. Despite the legal mandate, The Education of All Handicapped Children Act of 1975 (EHA), requiring students with disabilities to be educated with their nondisabled peers to the maximum extent appropriate, many general education teachers are reluctant to accept these students into their classrooms. Research suggests that this phenomenon has been present in the education system for these last 40 years, and it is more prevalent with students exhibiting disruptive behaviors. Relatedly, inclusive practices have been explored, implemented, and analyzed; and while progress has been made, students exhibiting disruptive behaviors are included less frequently than their peers. Through consideration of participants' individual lived experiences and an array of perspectives about the phenomenon, an improved understanding of this phenomenon surfaced. This study triangulated data from semi-structured interviews, focus groups, and a researcher's journal to identify eight factors that influence middle school general educators' attitudes toward the inclusion of IDEA-eligible students who exhibit disruptive behaviors.Ed.D., Special Education -- Drexel University, 201