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ERIC Number: ED549187
Record Type: Non-Journal
Publication Date: 2011
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-5786-1
Full Inclusion: The Least Restrictive Environment
Mullings, Shirley E.
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The purpose of the phenomenological study was to examine elementary educators' perceptions of full inclusion as the least restrictive environment for students with disabilities. Thirty-six teachers and administrators participated in interviews and responded to multiple-choice survey items. The recorded data from the interviews were transcribed and survey responses calculated. Using Moustakas's modified van Kaam method, four themes emerged from the analysis of interviews and survey responses. The themes that materialized were selective inclusion, teacher training and collaboration, administrators' knowledge and support, and funding. Full inclusion of students with disabilities in the general education program requires an inclusionary mind-set of all stakeholders, including teachers and administrators. Based on the outcome of the study, it is recommended that educational leaders adopt a visionary leadership role and encourage teachers to work collaboratively to facilitate the successful implementation of full inclusion. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A