Date Approved
8-2016
Graduate Degree Type
Thesis
Degree Name
Education (Ed.S.)
Degree Program
College of Education
First Advisor
Amy Schelling
Second Advisor
Mary Bair
Third Advisor
Ellen Schiller
Abstract
The field of education has grown and changed to include students with a cognitive impairment being educated in the general education classroom. In order for these students to access the general education curriculum and achieve academic success, general education teachers and special education teachers must collaborate effectively to provide for the needs of these students. Effective collaboration depends on teachers having a perception of their roles and their co-workers’ roles that is compatible with their co-workers’ perceptions. This study looks at the perceptions of both general education teachers and special education teachers in regard to students with a cognitive impairment in the general education classroom. Misconceptions and misunderstandings were identified. Clearing up these misconceptions may lead to increased collaboration and greater academic achievement of students with a cognitive impairment.
ScholarWorks Citation
Keuning-LaFrence, Justine B., "Perception of Roles of General Education Teachers & Special Education Teachers in Regard to the Inclusion of Students with a Cognitive Impairment in the General Education Classroom" (2016). Masters Theses. 814.
https://scholarworks.gvsu.edu/theses/814
