Teacher Perception of Special Education and Disability: A Phenomenological Study

Overview & Synopsis

The purpose of this qualitative, phenomenological study was to understand the perceptions of general education teachers regarding special education and disability. Furthermore, the study also sought to explore the possibility of reframing perceptions of special education and disability by way of exposure to the concepts of critical disability theory and cultural humility. The phenomenological research relied on narrative analysis to investigate the perception of general education teachers regarding disability and special education. In addition, the research explored how critical disability theory and cultural humility may impact general education teachers' perception of disability and special education. The dissertation in practice study included eleven elementary school teachers from California who all had three or more years of teaching experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]