There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11th grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were fully in place i.e., practices building relationships was rated the highest and instructional practices was rated lowest. In addition, findings indicated that students with disabilities exceeded the state SBAC scores in the area of English but not math. Longitudinal research is needed to further identify secondary practices that impact Math scores for students with disabilities along with continued examination of inclusive high school practices.
|Commitee:||Denti, Louis, Simpson, Lisa|
|School:||San Jose State University|
|School Location:||United States -- California|
|Source:||DAI-A 79/11(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational leadership, Special education, Secondary education|
|Keywords:||Best practices, High school, Inclusion, Instructional design, Secondary education, Special education|
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