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ERIC Number: ED519512
Record Type: Non-Journal
Publication Date: 2010
Pages: 165
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-0116-0
Inclusion Practices for Students with Disabilities in Three Schools Which Are Meeting Accountability Mandates of No Child Left Behind: A Multiple Site Case Study
Antley, Tina M. B.
ProQuest LLC, Ed.D. Dissertation, University of Arkansas
Two recent pieces of federal legislation have greatly influenced how schools educate students with disabilities. While Individuals with Disabilities Education Improvement Act (2004) requires that schools assess students with disabilities using the same assessment instruments with which their non-disabled peers are tested, the No Child Left Behind Act of 2001 (2002) holds schools accountable for those assessment results. Schools may be sanctioned if students with disabilities fail to demonstrate adequate progress. Schools and districts are increasingly placing students with disabilities into general education classrooms with students who are not disabled. Special education teachers are assigned to work with the general education teachers in the inclusive classrooms to meet the learning needs of the students with disabilities within the inclusion setting. Studies into the efficacy of this practice have yielded mixed results. Some programs appear to increase the academic achievement of students with disabilities. However, in studies of other programs, students with disabilities appear to either make no progress or to regress. In the current study, three schools in which the students with disabilities received all academic instruction in inclusion classrooms and which had met the accountability mandates of the No Child Left Behind Act of 2001 (2002) for students with disabilities were identified. Through interviews with the general education and special education teachers who provide instruction in the inclusion classrooms, through observations in the inclusion classrooms, and through the review of documents relevant to the inclusion program, the researcher investigated the features, characteristics, and qualities which were present in the inclusion classrooms. Data indicate that the themes or topics most frequently identified by teachers during interviews were flexibility, time, commitment, interactions, knowledge, and concerns. Following analysis of the interviews, observations were done in each inclusion classroom to further investigate these themes. Data from observations supported the presence of instructional flexibility in the inclusion classrooms; interactions, especially between the teacher and the students; knowledge of content and student needs; and time for professional development and the development of teacher roles in the inclusion classrooms. The teachers' ability to respond to student needs was identified as a recurrent theme. Schools seeking to implement or improve the practice of inclusion of students with disabilities will benefit from studying the inclusion practices of schools which have demonstrated success through their ability to meet the accountability mandates of No Child Left Behind Act of 2001 (2002) for students with disabilities. This study seeks to contribute to that body of knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001