Teaching strategies and methodologies utilized in inclusion education classrooms

The purpose of this study is to determine if regular education classroom teachers modify their lesson plans and/or their teaching methods to accommodate the leaning abilities of inclusion children within their classrooms. Seven certified regular education classroom teachers from a single school district participated. The participants were currently practicing teachers who varied in years of teaching experience, areas of certification, and grades taught. Each teacher completed a questionnaire and a checklist which focused on present teaching strategies and methodologies for inclusion children as well as questions based on changes needed for the future of inclusion in their school district. Data obtained from the questionnaires was compiled and it was found that these teachers are making the necessary changes in their teaching methods to include their special needs children. Accommodations included using manipulatives, extra clues and prompts, reading the tests to the students, and many more used everyday by teachers in regular education classrooms. Looking towards the future of inclusion in this school district, more planning time and consultations with special educators are what these teachers believe needs the most change to make this a more successful program