LIVED EXPERIENCES OF GENERAL EDUCATION TEACHERS ININCLUSIVE CLASSROOMS AT ASPEN MIDDLE SCHOOL: A BASIS FORPROFESSIONAL DEVELOPMENT TRAINING

Abstract

This study aimed to explore the lived experiences of general education teachers in inclusive classrooms at Aspen Middle School, Colorado. Using a qualitative phenomenological research design, data were gathered through semi-structured interviews with five general education teachers to understand their perceptions, challenges, level of preparedness, and strategies for supporting diverse learners. Findings indicate three essential requirements for successful inclusive education: first, teachers value a consistent and specialized discipline system to manage challenging behaviors influenced by students’ family backgrounds; second, teachers must be fully equipped with adequate teaching materials and specialized facilities to address the differentiated needs of learners; and third, teachers demonstrate strong commitment to data-driven lesson planning, ensuring instruction enhances every student’s capabilities. These results highlight the importance of prioritizing teacher preparation before inclusive programs begin, providing systemic support through resources and facilities, and fostering strong teacher engagement and pedagogical commitment. The study further supports the development of professional development training designed to strengthen teachers’ capacity to implement inclusive education effectively and promote equitable learning outcomes for all students