Attitudes Towards Inclusion of Students who are Identified as Developmental Cognitive Disability

Date of Award

Summer 7-31-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Marci Glessner


inclusion, mainstream, Developmental Cognitive Disability, attitude, Covid-19, distance learning


The study aimed at determining where general education teacher’s attitudes towards inclusion of students who are identified as Developmental Cognitive Disability (DCD) in their classroom. This study was directed towards teachers. During the school year, 2019-2020, there were twenty-seven students in the DCD center-based program. This study was aimed to help determine where the gap is that teachers have to successfully support and teach these federal setting three students in their classrooms. Information would have been accomplished through a survey on Google Forms, observations, and interviews in the general education classrooms. Based on results of the survey, observation and interviews, information would have been compiled to create a Professional Learning Community (PLC) for staff who are interested in learning ways to help support DCD center-based students become more inclusive in their classrooms. In March 2020, schools were forced to close due to the Covid-19 pandemic, education was delivered through the distance learning approach. As a result, interviewing and observing teachers in the general education classroom would not be able to happen because of the Covid-19 pandemic. A daily journal was kept documenting the question, “what has been my experience during the COVID-19 school closure crisis?” The journal was analyzed for content analysis.

Abstract only: No full text available.