Inclusion, Instruction, And Education Of Others: A Phenomenological Study Of Siblings With And Without Disabilities And Their Teachers

Abstract

ABSTRACT

ELIZABETH WILLIAMS DURBIN INCLUSION, INSTRUCTION, AND EDUCATION OF OTHERS: A PHENOMENOLOGICAL STUDY OF SIBLINGS WITH AND WITHOUT DISABILITIES AND THEIR TEACHERS Under the direction of SHERAH BETTS CARR, Ph.D.

Due to the increased push for inclusion in the United States, siblings with and without disabilities have been attending the same public schools. They share many of the same experiences. This study aimed to understand how the shared school experiences affected siblings and the teachers who work with these siblings. Through a phenomenological study design, the researcher conducted interviews with sibling groups comprised of siblings with disabilities and siblings without disabilities, general education teachers, and special education teachers to reveal the lived experiences of sibling groups and their effect on teacher involvement and instruction. Three themes emerged from the data: valuing differences, responsibilities, and growth. The findings indicated that siblings without disabilities hold a unique position to influence and educate their peers about individuals with disabilities. Teachers also hold a unique position to create lessons and opportunities for siblings without disabilities that promote sharing their thoughts of, and experiences with, individuals with disabilities. This, in turn, influences the way other people interact with individuals with disabilities. These findings, consistent with current research in the area of school perception of disabilities, implicate the need for further study in the area of teachers and siblings without disabilities working together to create more and better opportunities for inclusion of people with disabilities.