Teacher Perceptions of the Relationship between Inclusive Educaiton and Reading
In 2019, 63% of high school seniors scored as not proficient in reading, according to the National Assessment of Education Progress (NAEP, 2019). While reading achievement is suffering, another educational trend has been on the rise: inclusive education. Inclusive education refers to a learning environment where students with and without disabilities learn together in the same classroom (Gokobult, 2020). With the decline of reading proficiency, it is worth studying the relationship between inclusive education and reading achievement. The purpose of this qualitative study was to explore teacher perceptions on the relationship between inclusion and reading achievement by administering a survey to K-2 public school general education teachers of inclusive classrooms. Data was analyzed by identifying themes of teacher perceptions regarding inclusive education and reading achievement. The results of this study serve to increase the effectiveness of inclusive education for students with and without IEPs, specifically focusing on reading instruction. It would be worthwhile to study other factors that may be contributing to the decline in reading achievement, such as student demographics or reading curriculum.
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