Primary concerns for successful inclusion

<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>

Name thesis:degree_name

M.A. in School Administration

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Educational Services and Leadership

Year dc:date.available

2005

Author dc:creator

• Ward, Ellen M.

Contributors dc:contributor

• Hurley, Dennis

• Inclusive education; Special education
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/1090

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2090