The problem addressed in this study is that inclusive classrooms may be missing consistent, collaborative learning opportunities for students with LD. Classrooms without consistent student collaboration may lead to disengagement and lower academic achievement (McGlynn & Kozlowski, 2016; Shernoff et al., 2017; Takeuchi, 2016). As the number of students with LD increases in inclusive classrooms, teachers may require strategies to meet students’ academic and social needs while collaborating with peers (Kuntz & Carter, 2019; McGlynn & Kozlowski, 2016; Morrison & Gleddie, 2019). (Cline, 2021).
The purpose of this qualitative narrative inquiry is to collect stories and perceptions through thick, rich descriptions of the motivations of teachers who create and implement collaborative lessons for students with LD in inclusive classrooms. Research also included exploring teachers’ perspectives of collaboration for students with LD, their motivations, challenges encountered, and the actions or steps teachers perceive necessary to implement student collaboration in an inclusive classroom. A qualitative narrative inquiry design involves collecting experiences and personal explanations, which can lead to strategic and purposeful collective actions (O’Tool, 2018). (Cline, 2021).
The following research questions is used to guide the inquiry and understand teachers’ perspectives of their experiences in inclusive classroom settings:
What are teacher perceptions of integrating collaborative learning between students with LD and their peers in inclusive classrooms?
What steps do teachers perceive necessary to implement collaborative learning between students with LD and their peers in inclusive classrooms? (Cline, 2021)