Special education students' perceptions of inclusion versus pull-out placements

<p>The purpose of this study was to examine the perceptions of special education students toward their placement in inclusion and/or pull-out resource settings. Inclusion and pull-out special education students were interviewed individually regarding their perceptions of the academic and social ramifications of their respective placements. Fourth and fifth grade students (N = 15) currently enrolled in inclusion or pull-out settings from a suburban middle class elementary school were interviewed. The data collected from this phenomenological study was analyzed in order to create broad statements that may be generalized to a more extensive population. This study demonstrated that the majority of inclusion and pull-out students are content with their respective placements in special education. The students in pull-out are cognizant of the academic support offered to them through the pull-out program, and many of them prefer pull-out because of the academic advantages inherent in the small group setting. The students in both types of settings revealed very few social consequences of receiving support from a special education teacher in either placement.</p>

Name thesis:degree_name

M.A. in Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2004

Author dc:creator

• Shaw, Jennifer L.

Contributors dc:contributor

• Urban, Stanley

• Children with disabilities--Attitudes--New Jersey; Inclusive education; Special education--New Jersey
• Disability and Equity in Education

Repository record dc:identifier

https://rdw.rowan.edu/etd/1237

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2237