Educating Students with a Mild to Moderate Intellectual Disability in Inclusive Classrooms: A Qualitative Study of Teacher Perspectives

Due to the characteristics of the disability, students with a mild to moderate intellectual disability (ID) exhibit academic differences when compared to their non-disabled peers. The mandates of federal law for students with disabilities require that students be educated in their Least Restrictive Environment (LRE). For some students with a mild to moderate ID, their LRE is the general education classroom, which is referred to as an inclusive classroom as it includes students with disabilities. This qualitative research study investigated general education and special education teachers’ perspectives who are currently or have previously taught students with a mild to moderate ID in an inclusive classroom. Specifically, it focused on 3rd, 4th, and 5th grade reading classrooms. This study used a collective case study design to collect data regarding teacher perspectives from 10 general education teachers and 15 special education teachers. Data was collected through an online Questionnaire and an online Rating Scale, using Qualtrics, from all 25 participants. Data was also collected through an online semi-structed Interview, using Zoom, with two special education teacher and two general education teacher participants. Using thematic analysis and coding, four overarching themes emerged from the data collected in the study. First, there is a need for consistency and integration of instructional elements within the inclusive classroom for instruction to be effective for students with an ID. The second theme acknowledged tailored support as an essential element to inclusion. The third theme examined how time plays a factor as a barrier to inclusive education. The final theme addressed the realistic implications of making inclusion viable.