Date Approved

6-29-2006

Embargo Period

4-3-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Resource programs (Education); Special education

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to ascertain if resource room attendance for classified students had an impact on social relationships with their non-classified, general education peers. Specifically, the study sought to establish trends in the following two areas: if resource room students were in fact less likely to be accepted by their general education peers, and the most likely reason why resource room peer non-acceptance would occur. Using student interviews, which consisted of a peer nomination rating, and a Teacher/Faculty Survey, which consisted of three open-ended items and one forced-choice item, data was collected. Using a chi-square analysis of data, it was determined that no significant correlation existed between resource room attendance and peer nonacceptance. It was also determined, via the Teacher/Faculty Survey, the most likely reason resource room students would not be accepted by their general education peers would be because being pulled out for instruction limits the amount of time the two groups of students spend together throughout the school year.

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