Research on inclusion was important in order to develop successful inclusion practices, which could then be utilized in new inclusion classrooms. The purpose of this study was to learn about successful inclusion practices which included, but were not limited to, positive attitudes, supports, collaborative teaching, team-teaching, teacher training, materials and resources, and curricular modifications.
The subjects of this study were a purposive sampling of the regular and special education teaching staff, as well as teaching aides and administrators who were directly involved in an inclusive classroom setting in the Galloway Township Public School District during the school year 2003-2004. Data for this research was gathered by creating an inclusion survey using a Likert scale format as well several unstructured questions. The surveys were then sent to the buildings in the district having had inclusion during the school year 2003-2004.
Thirty-five surveys were sent and twenty-nine surveys were returned. The majority of respondents felt that teacher compatibility was the most essential component for successful inclusion. Teacher compatibility was followed by positive attitudes towards people with disabilities and teacher training. When participants had the opportunity to select all the components listed on the survey, the majority felt all were equally important.
","abstract_html":"<p>Research on inclusion was important in order to develop successful inclusion practices, which could then be utilized in new inclusion classrooms. The purpose of this study was to learn about successful inclusion practices which included, but were not limited to, positive attitudes, supports, collaborative teaching, team-teaching, teacher training, materials and resources, and curricular modifications.</p> <p>The subjects of this study were a purposive sampling of the regular and special education teaching staff, as well as teaching aides and administrators who were directly involved in an inclusive classroom setting in the Galloway Township Public School District during the school year 2003-2004. Data for this research was gathered by creating an inclusion survey using a Likert scale format as well several unstructured questions. The surveys were then sent to the buildings in the district having had inclusion during the school year 2003-2004.</p> <p>Thirty-five surveys were sent and twenty-nine surveys were returned. The majority of respondents felt that teacher compatibility was the most essential component for successful inclusion. Teacher compatibility was followed by positive attitudes towards people with disabilities and teacher training. When participants had the opportunity to select all the components listed on the survey, the majority felt all were equally important.</p>","abstract_has_math":false,"creators":["Ward, Ellen M."],"institution":null,"degree_name":"M.A. in School Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Hurley, Dennis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-04-20T07:00:00Z","date_published":"2005-04-20T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Inclusive education; Special education","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1090","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hurley, Dennis"]},{"key":"dc:creator","label":"Author","values":["Ward, Ellen M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education; Special education","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1090"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Research on inclusion was important in order to develop successful inclusion practices, which could then be utilized in new inclusion classrooms. The purpose of this study was to learn about successful inclusion practices which included, but were not limited to, positive attitudes, supports, collaborative teaching, team-teaching, teacher training, materials and resources, and curricular modifications.
The subjects of this study were a purposive sampling of the regular and special education teaching staff, as well as teaching aides and administrators who were directly involved in an inclusive classroom setting in the Galloway Township Public School District during the school year 2003-2004. Data for this research was gathered by creating an inclusion survey using a Likert scale format as well several unstructured questions. The surveys were then sent to the buildings in the district having had inclusion during the school year 2003-2004.
Thirty-five surveys were sent and twenty-nine surveys were returned. The majority of respondents felt that teacher compatibility was the most essential component for successful inclusion. Teacher compatibility was followed by positive attitudes towards people with disabilities and teacher training. When participants had the opportunity to select all the components listed on the survey, the majority felt all were equally important.
"]},{"key":"dc:title","label":"Title","values":["Primary concerns for successful inclusion"]}]}],"canonical_facts":{"dc:contributor":["Hurley, Dennis"],"dc:creator":["Ward, Ellen M."],"dc:date.available":["2016-04-19T07:00:00Z"],"dc:description.abstract":["Research on inclusion was important in order to develop successful inclusion practices, which could then be utilized in new inclusion classrooms. The purpose of this study was to learn about successful inclusion practices which included, but were not limited to, positive attitudes, supports, collaborative teaching, team-teaching, teacher training, materials and resources, and curricular modifications.
The subjects of this study were a purposive sampling of the regular and special education teaching staff, as well as teaching aides and administrators who were directly involved in an inclusive classroom setting in the Galloway Township Public School District during the school year 2003-2004. Data for this research was gathered by creating an inclusion survey using a Likert scale format as well several unstructured questions. The surveys were then sent to the buildings in the district having had inclusion during the school year 2003-2004.
Thirty-five surveys were sent and twenty-nine surveys were returned. The majority of respondents felt that teacher compatibility was the most essential component for successful inclusion. Teacher compatibility was followed by positive attitudes towards people with disabilities and teacher training. When participants had the opportunity to select all the components listed on the survey, the majority felt all were equally important.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1090"],"dc:subject":["Inclusive education; Special education","Elementary and Middle and Secondary Education Administration"],"dc:title":["Primary concerns for successful inclusion"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Administration"]},"updated_at":"2026-07-24T04:13:58Z"}