The purpose of this study was to investigate and determine the most effective strategies for creating a socially developing and accepting inclusion classroom. The study was conducted as teacher research and uses both quantitative and qualitative research methods. The population used in the study was that of a first grade inclusion classroom. All students who were given parental consent participated. A classroom observation rubric, student surveys, and student interviews were completed pre-implementation. Strategies for creating a socially developing and accepting inclusion classroom were implemented; reading pertinent literature, discussions, and lunch conversations. During this time student artifacts were collected. After the implementation the observation rubrics, student surveys, and teacher interviews were completed. The pre-implementation observation rubrics and student surveys were analyzed to note any change in student feelings toward their classroom environment. At the end of the study student feelings towards the classroom environment and peers had changed positively due to the strategies implemented.
","abstract_html":"<p>The purpose of this study was to investigate and determine the most effective strategies for creating a socially developing and accepting inclusion classroom. The study was conducted as teacher research and uses both quantitative and qualitative research methods. The population used in the study was that of a first grade inclusion classroom. All students who were given parental consent participated. A classroom observation rubric, student surveys, and student interviews were completed pre-implementation. Strategies for creating a socially developing and accepting inclusion classroom were implemented; reading pertinent literature, discussions, and lunch conversations. During this time student artifacts were collected. After the implementation the observation rubrics, student surveys, and teacher interviews were completed. The pre-implementation observation rubrics and student surveys were analyzed to note any change in student feelings toward their classroom environment. At the end of the study student feelings towards the classroom environment and peers had changed positively due to the strategies implemented.</p>","abstract_has_math":false,"creators":["Bishop, Kristin"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Hespe, David"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-06-18T07:00:00Z","date_published":"2009-06-18T07:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["Inclusive education; Special education","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/592","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hespe, David"]},{"key":"dc:creator","label":"Author","values":["Bishop, Kristin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education; Special education","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/592"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate and determine the most effective strategies for creating a socially developing and accepting inclusion classroom. The study was conducted as teacher research and uses both quantitative and qualitative research methods. The population used in the study was that of a first grade inclusion classroom. All students who were given parental consent participated. A classroom observation rubric, student surveys, and student interviews were completed pre-implementation. Strategies for creating a socially developing and accepting inclusion classroom were implemented; reading pertinent literature, discussions, and lunch conversations. During this time student artifacts were collected. After the implementation the observation rubrics, student surveys, and teacher interviews were completed. The pre-implementation observation rubrics and student surveys were analyzed to note any change in student feelings toward their classroom environment. At the end of the study student feelings towards the classroom environment and peers had changed positively due to the strategies implemented.
"]},{"key":"dc:title","label":"Title","values":["Effective strategies for creating socially developing and accepting inclusion classrooms"]}]}],"canonical_facts":{"dc:contributor":["Hespe, David"],"dc:creator":["Bishop, Kristin"],"dc:date.available":["2016-03-15T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate and determine the most effective strategies for creating a socially developing and accepting inclusion classroom. The study was conducted as teacher research and uses both quantitative and qualitative research methods. The population used in the study was that of a first grade inclusion classroom. All students who were given parental consent participated. A classroom observation rubric, student surveys, and student interviews were completed pre-implementation. Strategies for creating a socially developing and accepting inclusion classroom were implemented; reading pertinent literature, discussions, and lunch conversations. During this time student artifacts were collected. After the implementation the observation rubrics, student surveys, and teacher interviews were completed. The pre-implementation observation rubrics and student surveys were analyzed to note any change in student feelings toward their classroom environment. At the end of the study student feelings towards the classroom environment and peers had changed positively due to the strategies implemented.
"],"dc:identifier":["https://rdw.rowan.edu/etd/592"],"dc:subject":["Inclusive education; Special education","Elementary Education and Teaching"],"dc:title":["Effective strategies for creating socially developing and accepting inclusion classrooms"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:21Z"}