Exploring teacher self-efficacy related to inclusion of students with severe disabilities in the general education classroom

The benefits of inclusive classroom practice have been well documented. Proponents of inclusive education continue to encourage teachers to implement universal design practices that will support all learners, not just those with special learning needs. The purpose of this qualitative study was to investigate the feelings of self-efficacy of a small group of general education classroom teachers located in Northwestern British Columbia. The study focused on how prepared teachers felt to implement inclusive practices to meet the learning needs of students with severe disabilities in their general education classrooms. Through a qualitative research case study approach, using purposeful sampling, the researcher recruited five general education classroom teachers all working within the same Northwestern British Columbia school district. The researcher aimed to work with the participants to gather suggestions or find common themes where teachers felt they needed more support or training around inclusion. Data was collected through a series of semi-structured, one-on-one interviews with participants chosen from a single Northwestern British Columbia school district. Interviews lasted between 16 and 35 minutes. Data was analyzed using Saldaña’s (2013) general coding process, beginning with First Cycle coding that included Attribute, Descriptive, NVivo, and Values coding. The researcher utilized Pattern Coding during the Second Cycle coding process and compiled the findings using a clear framework for data collection, and the use of multiple participant views. My UNBC thesis supervisor monitored the data collection and interview processes to ensure it was conducted appropriately and that the researcher coded the data with consistency. Findings included the need for more hands-on practice and training in specific Special Education practices, the importance of having support staff trained in Special Education as well as intensive behaviour support, clear communication between school teams, within districts and with parents, as well as possible changes in funding models to address class size, composition, increase access to diagnostic assessments.