Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)


Teacher Education


This project focuses on the teacher perceptions of including students with moderate to severe disabilities in non-academic courses at the secondary level. This study utilizes data collected through five teacher interviews to determine how teachers perceive the inclusion process. Elements of the inclusion process including: paraprofessional support, teacher training, impacts on general education students, social benefits, and accommodations were taken into consideration during the research process. Teachers selected for this study were currently teaching an elective course where students with moderate to severe disabilities were being included. The research uncovers factors such as paraprofessional support and educational strategies that may contribute to a successful inclusion program as well as teacher concerns and issues involving student safety that need to be addressed in the future.


Thesis (M.A.) Teacher Education Department