The purpose of this study was to examine the implementation and effectiveness of the inclusive co-taught classrooms for students with a specific learning disability at the middle school level in my district. The No Child Left Behind Act of 2001, requires that students with disabilities have access to the standardized assessments and make annual yearly progress, and demands greater accountability by school districts. The study was intended to investigate the perceptions of the parents, students and teachers of middle school students with a specific learning disability in co-taught classrooms about the implementation and effectiveness of the co-taught classroom, and whether the program placement had a direct effect on the state standardized test used to measure reading and math skills for the middle school students with a specific learning disability in co-taught classrooms. The standardized test is the Illinois Standardized Achievement Test (ISAT).
With most respondents in support of the program at this middle school, recommendations for improvements suggested including a workshop for parents; having more classroom time than intervention time, and co-teachers should learn more from each other.
|Commitee:||Buckley, Phillip, Hunt, John, Puchner, Laurel|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Middle School education, Special education|
|Keywords:||Co-teaching, Inclusive classrooms, Specific learning disability|
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