M.A. in School Administration
Educational Services and Leadership
College of Education
Upper Deerfield Township School District (Upper Deerfield Township, N.J.); Inclusive education; Learning disabled children; Science--Study and teaching (Secondary)
Elementary and Middle and Secondary Education Administration
The purpose of this study was to observe the effects of inclusion upon classified and special needs students in regards to social and academic accomplishment. Eight eighth grade special education pupils were placed in a regular education science classroom along with fifteen non-classified. All pupils in the inclusive group received instruction for forty-five minutes each day. Lessons, tailored to each pupil's needs, were cooperatively planned and implemented by both a regular and special education teacher.
Before and after the study, the special education pupils and their parents completed surveys which recorded their feelings regarding the concept of inclusion. Students also completed a norm referenced, self esteem test, utilized to measure any changes in personal perception that may have resulted from the inclusive experience. Further assessment consisted of classroom grades, as well as observations made by teachers, members of the Child Study Team, and the building principal.
Information regarding the academic and social achievement of the special education pupils was positive in nature and verifies that inclusion can benefit these students. Data obtained from the Self Esteem Index suggests that pupils' perception of their academic ability was raised substantially as a result of the inclusive placement.
Clark, Russell Jr., "The practice of inclusion at the Upper Deerfield Township School District" (1998). Theses and Dissertations. 1926.