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ERIC Number: ED548212
Record Type: Non-Journal
Publication Date: 2012
Pages: 138
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-7524-7
How Does Inclusion Affect African American Middle School Special Education Student Performance? A Comparison of Disability Categories
Clements, Tarol P.
ProQuest LLC, Ed.D. Dissertation, Union University
This disability category study was created to examine the relationship between the effects of inclusion with co-teaching methodologies on mathematics and language arts scores recorded from TCAP scores for 7th grade students who were found eligible for Special Education as having either a Specific Learning Disability or an Intellectual Disability. This study which reports on the effects of the inclusion classroom environment used a mixed design to examine students' TCAP mathematics and language arts scores of those students who are enrolled in inclusion and non-inclusion classrooms during the 2010-2011 academic school year. The sample consisted of approximately 134 students who were in the 7th grade middle schools during the spring 2011 testing term. The data were obtained from the Office of Research and Evaluation from a large urban school district in West Tennessee. Results from the Multivariate Analysis of Variance (MANOVA) and Independent t-tests revealed that students classified with Specific Learning Disabilities and Intellectual Disabilities enrolled in an inclusion class do score higher on the state TCAP test for mathematics and language arts. However, there was no statistical difference in the scoring for those same students enrolled in inclusion versus noninclusion classroom methodology of instruction. Lastly, this study found there was no statistical significant difference between the mathematics and language arts TCAP state assessment scores for students with Specific Learning Disability and those with an Intellectual Disability who attended inclusion classrooms. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee