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dc.contributor.authorHudson, Jennifer L.
dc.date.accessioned2021-10-29T20:49:29Z
dc.date.available2021-10-29T20:49:29Z
dc.date.issued2016
dc.identifier.citationHudson, J. (2016). Teachers and the inclusive classroom: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12338
dc.description.abstractThis meta-synthesis of teachers and inclusive classrooms examines the relationship between the inclusive classroom and teachers that feel successful at teaching in an inclusive classroom. Teachers of inclusive classrooms have expressed how they feel more successful after having training and support in relationship to having an inclusive classroom. However, without training and support by their administration, teachers do not feel prepared to teach in an inclusive classroom due to the extra time and support students with disabilities may require. Inclusive classrooms could be very successful if all teachers felt as though they had the tools, education, and support needed to teach an inclusive class.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectLiterature Reviewen_US
dc.subjectInclusive Classroomen_US
dc.subjectTeacher Successen_US
dc.titleTeachers and the Inclusive Classroom: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-10-29T20:49:30Z


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