Dissertation/Thesis Abstract

The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities
by Hawkins, Ruth Carol, Ed.D., Walden University, 2011, 116; 3444883
Abstract (Summary)

According to IDEA and NCLB requirements, students with disabilities are held to the same standards established for nondisabled students. The purpose of this quantitative study was to examine the impact of a special education inclusion program for middle school students with mild to moderate learning disabilities. Student outcomes were measured based on the Tennessee Comprehensive Assessment Program (TCAP) test scores for reading/language and mathematics. The theoretical foundation for this study was Vygotsky’s social development theory applied to special education inclusion programs to support learning within the general curriculum for students with mild to moderate learning disabilities. An independent samples t test was used to measure the difference in the means of the TCAP scores for 2 cohorts of Grade 6, 7, and 8 students with disabilities (one group taught before the implementation of an inclusion program and one group taught after the implementation of an inclusion program). The findings indicated that inclusion had a significant positive impact on TCAP scores in both reading/language and mathematics. The implications for positive social change generated by this research include a better understanding of the impact of an inclusion program on the TCAP scores of students with mild to moderate learning disabilities at one middle school in Tennessee. Effective IEP decisions have implications for social change because positive educational experiences for middle school students with mild to moderate disabilities increase the likelihood such students will graduate from high school to enter higher education or the work force.

Indexing (document details)
Advisor: Kiriakidis, Peter
Commitee: Gross, Kevin
School: Walden University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 72/05, Dissertation Abstracts International
Subjects: Middle School education, Special education
Keywords: Achievement, Inclusion, Learning disabilities, Resource, Special education, Students with disabilities
Publication Number: 3444883
ISBN: 978-1-124-53022-2
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