Date Approved

5-8-2000

Embargo Period

6-22-2016

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)

High school teachers--Attitudes; Inclusive education

Disciplines

Disability and Equity in Education

Abstract

The purpose of this study was to determine which modifications, teaching roles, and responsibilities the regular and special education team teachers use to give support in inclusive secondary classrooms. The co-teachers were asked to make recommendations to improve inclusion program effectiveness. The information was collected through a questionnaire disseminated to seven regular educators and five special educators who team-teach in grades seven to twelve. The percentages of the teachers' responses were reported along with a list of teacher recommendations.

The first part of the questionnaire included a checklist of classroom modifications related to classroom organization, instructional methodology, assignment adaptations, testing modifications, and socialization adaptations. The majority of the team teachers use many modifications with the physical organization of the class, instruction, assignments, and testing. Very few inclusion staff utilize social adaptations at this secondary level. Part two of the survey found that the majority of the team teachers share classroom responsibilities such as determining materials, lesson planning, grading, and test development. The third survey section shows an equal use of the team teaching model and support instruction. The final section of the questionnaire asked for recommendations the respondents believed would improve the effectiveness of the inclusion program.

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