Universal Success: The Best Inclusive Practices for Students in Secondary Education in Rural Southeastern New Mexico

• Main Author: Reber, Regina L
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2023
• Subjects: Education philosophy; Education Policy; Educational leadership; Educational philosophy
• ISBN: 9798374499988

Classrooms across the country are becoming more diverse, with an increasing number of students with disabilities exercising their right to learn alongside their peers without disabilities. A shift in the traditional classroom dynamic has required transformational change in pedagogy to accommodate students in the 21st century. This phenomenological study interviewed 11 secondary teachers in rural Southeastern New Mexico with an average of 23 years of experience to find themes in how participants create universally designed classrooms. Participants for this study were vetted using the 9 guidelines and 31 checkpoints created by the Center for Applied Special Technology (CAST), which also served as the conceptual framework for this study. New Mexico is met with critical challenges in education with the complex needs of students coupled with teacher and staff shortages across the state. These interviews unearthed qualities and characteristics teachers exhibit who are effective at creating inclusive environments. The acronym RECIPE represents each of these important markers for teacher efficacy. Additionally, participants shared their “go-to” universal strategies and practices that accommodate all learners. The findings support social change by giving leaders and teachers the knowledge and tools found in RECIPE to create cultures that support teachers in developing essential characteristics and qualities to create substantive inclusive environments. Additionally, the “go-to” strategies identified by participants provide a model for developing a universal learning environment that supports academic and social growth for all students.