Abstract
This participatory action research study engaged classroom teachers, special education teachers, teacher assistants, and a principal in examining and resolving role issues within inclusive classrooms. Analysis of data from multiple sources revealed three predominant findings: (a) when teachers were confronted with role problems, they identified an underlying issue of instruction; (b) when tasked with transforming instruction, there was a tendency for participants to add supplementary programs and supports; and (c) role issues were resolved through action planning and equipping classroom teachers with instructional strategies, materials, and support to teach all students within their classrooms. Implications for practice and future research are discussed.
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