Dissertation/Thesis Abstract

The effects of inclusion on third-grade students' achievement in reading
by Edwards, Gloria Dozier, Ph.D., Capella University, 2011, 165; 3475238
Abstract (Summary)

This study examined the effect of inclusion on third-grade students reading achievement. Inclusion is an initiative to achieve a unified system of public education. Research questions and hypotheses were: R1. Is there a significant difference between the percentage of students with disabilities and regular education students who meet the state performance standards in reading as measured by the CRCT at the third-grade level in inclusion classroom settings? H1.There is a statistically significant difference between the percentage of students with disabilities and regular education students who meet the state performance standards in reading as measured by the CRCT at the third-grade level in inclusion classroom settings. R2. Is there a significant difference between the percentage of students with disabilities and regular education students who exceed the state performance standards in reading as measured by the CRCT at the third-grade level in inclusion classroom settings? H2. There is a statistically significant difference between the percentage of students with disabilities and regular education students who exceed the state performance standards in reading as measured by the CRCT at the third-grade level in inclusion classroom settings. R3. What perceptions do administrators have about the effect of inclusion on the achievement in reading of third-grade students with disabilities in comparison to third-grade students without disabilities? R4. What perceptions do regular education and special education teachers have about the effect of inclusion on the achievement in reading of third-grade students with disabilities in comparison to third-grade students without disabilities? R 5. What perceptions do parents have about the effect of inclusion on the achievement in reading of third-grade students with disabilities in comparison to third-grade students without disabilities? A sequential explanatory mixed methodology with a case study design was employed in this study. Quantitative data derived from a purposeful sample of 90 third-grade students. Criterion Referenced Competency Test scores in reading. Qualitative data derived from interviews of 25 participants. Quantitative data showed a discrepancy between the CRCT scores of the two groups of student. However, qualitative results showed each group agreed that classroom performance and rate of progress for the two groups of students were similar.

Indexing (document details)
Advisor: Guillory, Patricia
Commitee: Dargan, Rebecca, Pasanen, Carol
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 73/01, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Special education, Literacy, Reading instruction
Keywords: Achievement, Disabilities, Impact, Inclusion, Reading, Reading achievement, Third-grade
Publication Number: 3475238
ISBN: 9781124932712
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest