Date Approved

5-3-2001

Embargo Period

6-2-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Inclusive education; Learning disabled teenagers--Education; Special education teachers

Disciplines

Disability and Equity in Education

Abstract

The purpose of this study was to determine the effectiveness of increased support by special education teachers on the academic achievement of learning disabled students in main subject area inclusionary classes at the secondary level when compared to no in class support. This information can help analyze the effectiveness of an inclusion program, validate successful inclusive educational policies that should be continued, and pinpoint the need for revision. Grade point average data of included learning disabled students in Core English II, Core B Math, and Introduction to Earth Science during the 94-95 academic year when no in class support was provided was collected and compared to a comparable group of individuals' grade point averages in the same course of study during the 98-99 academic school year when support was provided. The subjects for this study attended or are presently attending Rancocas Valley Regional High School in Mount Holly, New Jersey. The data reveals that there are no significant differences between academic achievement of special education students receiving in class support as compared with special education students that did not receive in class support.

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