Date of Degree
2025
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Curriculum and Instruction (CI)
Director
Flynn, Joseph
Committee Members
Baker, Stephanie; Chan, Jeffrey
Keywords
Inclusive classroom, instructional strategies, accommodations, modifications, children with disabilities, children without disabilities, PK to second grade, multiple intelligence
Abstract
This study examined instructional strategies that US teachers find effective in addressing students’ academic and behavioral needs in inclusive classrooms, thereby enhancing inclusive classroom practices in Pakistan. A qualitative multiple case study research design was used to analyze data from virtual and in-person interviews with five Pre-K through second-grade teacher participants. The study employed MI theory as a framework to understand teachers’ implementation of those instructional strategies. Teachers were recruited using a purposive snowball sampling technique, and subjective data were collected through semi-structured interviews, observations, and additional guided notes. Data analysis was conducted on participants' responses by developing descriptive and interpretative themes. Three emerging themes with one subtheme were identified from the data obtained. These themes highlighted how implementing those identified instructional strategies, such as visual, modeling, and sensory-driven strategies, can benefit teachers in Pakistan and mitigate challenges by supporting inclusion. They also offer various suggestions to improve Pakistan's inclusive classroom environment.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Abbasi, Rahma, "Instructional Strategies for Teachers in Inclusive Classrooms: Implications for Pakistani Classroom Contexts" (2025). Dissertations of Practice. 86.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/86
Included in
Accessibility Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education and Teaching Commons
