Co-Teachers' Attitudes and Perspectives of Adaptive Learning For Students With Learning Disabilities Who Are Assigned To Inclusion Classrooms

Inclusive education continues to shape secondary classrooms, yet its effectiveness depends largely on the attitudes, beliefs, and collaborative practices of the educators responsible for implementation. In Co-Teachers’ Attitudes and Perspectives of Adaptive Learning for Students with Learning Disabilities Who Are Assigned to Inclusion Classrooms, Dr. Patricia Peterson-Bland presents a rigorous qualitative study examining how general and special education teachers perceive and implement adaptive learning systems within high school inclusion settings.Grounded in the legislative foundations of IDEA and No Child Left Behind, and informed by the TPACK framework for technology integration, this research investigates the real challenges, instructional tensions, and professional responsibilities co-teachers encounter when supporting students with learning disabilities through adaptive learning technologies. Drawing on survey data and semistructured interviews, the study explores teacher attitudes, collaboration dynamics, professional development needs, and the practical realities of data driven instruction in inclusive classrooms.This book moves beyond surface level discussions of technology adoption to examine how educator perspectives directly influence the effectiveness of adaptive learning implementation. It highlights the intersection of policy mandates, instructional practice, and student access to the general education curriculum.Scholarly and research based, this work provides meaningful insight for educational leaders, district administrators, teacher preparation programs, and researchers committed to strengthening inclusive practice and improving equitable learning outcomes for students with learning disabilities. Read more