Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
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Item AN INVESTIGATION OF INCLUSIONARY PRACTICES BY GENERAL EDUCATION TEACHERS IN MIDDLE SCHOOL CLASSROOMS(2011) Massingill, Charmaine Shawntel; McLaughlin, Margaret J.; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated teacher-reported inclusionary practices and strategies in general education classrooms grades 6, 7, and 8. Students with disabilities are being educated in the general education classroom for varying amounts of time during the school day by classroom teachers with varying amounts of experience with special education practices. The study included a web-based survey of approximately 100 randomly selected teachers who were teaching Language Arts, Math, Science, Social Studies, or any combination of those academic subjects during May 2010. The survey asked teachers what inclusionary practices and strategies they were using and which of these inclusionary practices and strategies they considered to be effective. The survey also asked teachers to select the inclusionary practices and strategies they are not currently using, but would like to use in the future. Survey results indicated curriculum modifications were the inclusionary practice used most frequently and lead and support was the collaborative strategy used most frequently. Teachers considered modifying curriculum the most effective inclusionary practice and skill grouping the most effective collaborative strategy. When asked to select the inclusionary practice and strategy not currently used, but that they would like to use in the future, the largest response was none.Item Teacher and Student Perspectives on the Inclusion and Mainstreaming of Children with Moderate and Severe Cognitive Disabilities(2007-07-31) Weiner, Ricia; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Integrated settings for educating students with moderate and severe disabilities (SWDs) have received great attention since the passage of PL 94-142. The purpose of this qualitative case study was to explore the teacher and student perspectives and interaction patterns of SWDs in two schools and how each of those schools implemented integrated programming. The two schools included a self-described full inclusion school and a mainstream school. The researcher focused on historical information about the two schools philosophies for educating SWDs, regular and special education teachers' and students' perspectives regarding the SWDs in their classes, and observations of target SWDs to paint a picture of the way in which the schools operate. The two schools were then analyzed using qualitative analysis techniques. Several themes emerged from the interviews regarding the teachers' and students' views of the SWDs in their classes. Student themes included: perceived responsibility for students with disabilities, defining and understanding SWDs, interactions between students with and without disabilities, and impact on and outcomes for SWDs. Teacher themes included: terminology used to describe regular education students and SWDs, personal and perceived school philosophy, student and teacher qualities perceived to effect integration, and programming issues. Observations of the SWDs focused on establishing a rate of interactions between SWDs and others in the school, initiators of interactions, and reciprocity of interactions. The SWD at the full inclusion school was found to be more isolated and less incorporated in the regular education setting than the SWDs at the mainstream school despite what was suggested in the articulated school philosophy. The two schools were examined based on archival, interview, and observation data. It was found that there was discordance between the articulated philosophy of the full inclusion school and the implicit philosophy that guided practice in that school. Future directions for research were discussed including the need for more qualitative analysis of the interactions that occur between SWDs and other staff and students in the school.