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ERIC Number: ED559439
Record Type: Non-Journal
Publication Date: 2013
Pages: 156
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-9806-6
Behavioral and Academic Differences between an Inclusive and Non-Inclusive Classroom
Hatch, Sherry Lynn
ProQuest LLC, Ed.D. Dissertation, Walden University
Although educators continue to provide all students access to their grade-level curriculum, students with disabilities are not performing academically in accordance with state standards. The purpose of this sequential transformative mixed methods study was to investigate academic and/or behavioral differences between an inclusion classroom and a regular education classroom. The communities of practice learning theory provided the theoretical foundation for this study. The sequential transformative strategy was used to explore the implementation of an inclusion classroom, which students would be best suited for that type of environment, and the teacher perceptions that exist concerning students' placement in regular education and inclusion classrooms. Participants included 4 teachers and 40 students, all from 2nd grade. Convenience sampling was chosen for sample selection because of the participants' convenient accessibility and proximity to the researcher. T tests and a mixed ANOVA, computed from pre- and post-test data obtained using the Standardized Test for the Assessment of Reading (STAR), were used with the quantitative section of the study. There was a significant difference in STAR reading scores between students in the inclusion and non-inclusion classrooms, as well as between students who receive special education services and those who do not. Typological analyses were used with the qualitative section of the study. Teacher interview participants agreed that inclusion classrooms provide more individualized instruction, thereby increasing student confidence and participation. These findings have implications for positive social change by informing the efforts of school personnel in determining which students benefit from an inclusion classroom and by what means they are ensured success within that inclusive environment. [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: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A