Dissertation/Thesis Abstract

Equal access: A case study of inclusion
by Cole, Jeff T., Ed.D., California State University, Fullerton, 2015, 137; 3663875
Abstract (Summary)

This dissertation investigates the effectiveness of co-taught inclusion classrooms, using a case study design with descriptive and inferential statistics and survey data. The purpose of the study was to investigate whether or not students with mild/moderate disabilities experience greater academic growth from participating in full inclusion co-taught classrooms, than in non-co-taught inclusion classes. Research analysis was based on quantifiable data: summative or benchmark assessments, SRI tests, grades, attendance, discipline records, and survey data. This study focused on seventh- and eighth- grade co-taught inclusion classes containing students with mild/moderate disabilities at one junior high school within a large urban school district. The results indicated that co-taught students with mild/moderate disabilities demonstrated significantly greater growth than non-co-taught students with mild/moderate disabilities. The statistical analysis was supported by triangulating student attendance, grades, discipline records, and survey responses.

Indexing (document details)
Advisor: Adler, Louise
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 76/12(E), Dissertation Abstracts International
Subjects: Educational leadership, Special education
Keywords: Co-teach, Co-teaching, Inclusion, Teacher Collaboration, Team Teaching
Publication Number: 3663875
ISBN: 978-1-339-05695-1
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