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Dissertation/Thesis Abstract

Full Inclusion: The Least Restrictive Environment
by Mullings, Shirley E., Ed.D., University of Phoenix, 2011, 148; 3510927
Abstract (Summary)

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.

Indexing (document details)
Advisor: Berry, Gregory
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 73/09(E), Dissertation Abstracts International
Subjects: Education Policy, Elementary education, Special education
Keywords: Inclusive classrooms, Staff development, Students with disabilities
Publication Number: 3510927
ISBN: 978-1-267-35786-1
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