“I still want to challenge my special Ed kids, but I don't know how!”: Secondary teachers' perceptions and practices of inclusive math and science education in the United States

Abstract Teachers' perceptions and practices of inclusive education shape the way diverse students with disabilities access regular education, which impacts their academic and social performance. The purpose of this exploratory case study is to examine the perceptions of inclusion and practices that general education and special education teachers use in their inclusive math and science classrooms to address the needs and interests of students with disabilities. This study is guided by Disability Studies in Education (DSE) and inclusive education theoretical approaches. A qualitative approach was conducted using semi‐structured interviews with six general education teachers and one special education teacher who teach in inclusive secondary math and science classrooms. The results show that implementation of inclusive practices is influenced by teachers' attitudes towards inclusion and hindered by challenges related to collaboration. Implications for training on inclusive ideological and instructional practices and restructuring the collaboration between general and special education teachers are discussed.