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ERIC Number: ED402113
Record Type: Non-Journal
Publication Date: 1996-Oct
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Inclusion Practice in Kentucky Rural Regular Schools.
Din, Feng S.
This paper examines how inclusion services are delivered in Kentucky rural regular schools. Survey responses were received from special educators in 261 rural regular schools throughout Kentucky. Vocational schools, treatment centers, alternative schools, and other special schools were not included in the survey. Results indicate that approximately 80 percent of responding schools practiced some form of inclusion, with variations in program implementation in terms of severity of disability or time spent in the regular classroom. It was also found that inclusion practice has increased in Kentucky in recent years, although only seven schools practiced full inclusion and two were planning to adopt it. Findings indicate lack of: teacher preparation, supplementary support, collaboration, and special instructional materials for exceptional students in many regular classrooms. In many schools, the roles of school staff with regard to inclusion practice were not well defined. The majority of regular teachers and many special educators lacked training in providing inclusive services. Contains 34 references and the survey questionnaire. (Author/TD)
Publication Type: Reports - Research; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky