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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Shaw, Jennifer L."],"institution":null,"degree_name":"M.A. in Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Urban, Stanley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-03T07:00:00Z","date_published":"2004-05-03T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["Children with disabilities--Attitudes--New Jersey; Inclusive education; Special education--New Jersey","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1237","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Urban, Stanley"]},{"key":"dc:creator","label":"Author","values":["Shaw, Jennifer L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-01T07:00:00Z"]},{"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.A. in Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Children with disabilities--Attitudes--New Jersey; Inclusive education; Special education--New Jersey","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1237"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Special education students' perceptions of inclusion versus pull-out placements"]}]}],"canonical_facts":{"dc:contributor":["Urban, Stanley"],"dc:creator":["Shaw, Jennifer L."],"dc:date.available":["2016-05-01T07:00:00Z"],"dc:description.abstract":["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.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1237"],"dc:subject":["Children with disabilities--Attitudes--New Jersey; Inclusive education; Special education--New Jersey","Disability and Equity in Education"],"dc:title":["Special education students' perceptions of inclusion versus pull-out placements"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:14:13Z"}