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Dissertation/Thesis Abstract

Common Core Teaching Strategics in the Inclusive Classroom
by Beggs, Sara, Ph.D., Chapman University, 2017, 189; 10635476
Abstract (Summary)

In this qualitative case study, intersectionality of strategies for teaching in an inclusive classroom with students with disabilities and strategies for teaching the Common Core State Standards (CCSS) will be explored. A gap in the literature demonstrated a need for further research in the area of CCSS for students with disabilities and more particularly how students in an inclusive program access CCSS. In order to research the possible intersectionality of CCSS and inclusion of students with disabilities in education the use of qualitative case study methodology through the analysis of interviews, observations, and reflective memos took place. An a priori theme development approach was used. Findings suggest five recommendations for successful implementation of CCSS in inclusive classrooms: (1) build in collaboration time for all stakeholders; (2) use well-trained teachers in inclusive models; (3) find the correct level of support; (4) conduct professional development within other district trainings and; (5) provide a consultation and coaching model. Recommendations for future research are included.

Indexing (document details)
Advisor: Brady, John
Commitee: Coiser, Meghan, Hunter, Dawn
School: Chapman University
Department: Education Studies
School Location: United States -- California
Source: DAI-A 79/02(E), Dissertation Abstracts International
Subjects: Disability studies, Pedagogy, Special education
Keywords: Classroom, Co-teaching, Common Core, Disability, Inclusion, Teaching
Publication Number: 10635476
ISBN: 978-0-355-32379-5
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