NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1139338
Record Type: Journal
Publication Date: 2008
Pages: 11
Abstractor: ERIC
ISSN: EISSN-2325-7466
Future Action Research - The Relationship of the General and Special Education Teachers in the Inclusive Setting
Oliver, James D., III
Journal of the American Academy of Special Education Professionals, p81-91 Win 2008
This paper describes the process taken for a future action research project "the relationship of the general and special education teachers in an inclusive setting". The author observed that general education teachers made attempts to exclude students from "their classroom" who they felt "don't belong". For inclusion to be successful there has to be a commitment to do whatever it takes to provide for each student. In order to change the teacher's beliefs, there has to be confident in their ability to provide an education for all students. The problem that will be examined in this action research is how the working relationship between the general and special needs educators in the inclusive setting affect learning in the classroom. It starts with teachers preparing to teach in an inclusive setting needing more training. This study will be done in an elementary school in Middlesex County New Jersey. The inclusion staff and parents will be interviewed four times over the course of the school year, and observations will take place throughout the course of the school year. All of the information collected during this study will be compiled into a thesis paper to describe the development, implementation and success of failure of the inclusive setting.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: N/A