Date Approved

4-12-2000

Embargo Period

6-21-2016

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; Teachers--Attitudes

Disciplines

Disability and Equity in Education

Abstract

The purpose of this study was to determine how critical collaborative teams of regular education and special education teachers operate, what strategies are presently in use and what can be done to foster success in the future in inclusive settings. The subjects of this study consisted of eight pairs of regular and special education teachers forming collaborative pairs. All participants volunteered to complete the survey instrument. The responses were analyzed by using content analysis. Many of the educators' responses were positive concerning inclusion and in-class support. However, there are some concerns reported for the implementation of this program in the future. Teachers overwhelmingly agree that support of various kinds including reduced class size and the availability of classroom assistants are fundamental to a successful inclusion program.

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