M.A. in School Psychology
Educational Services and Leadership
College of Education
Inclusive education; Teenagers with mental disabilities--Education
This case study was conducted in order to assess the differences in occurrence of maladaptive behavior displayed by an 18 year old student with developmental disabilities placed in two different school settings. One setting, a special needs school, concentrated on vocational and daily living skills. The other setting, a public high school, provided her with four non-academic classes and the opportunity to socialize with her peers without disabilities. She was provided with a 1:1 teacher's aide in both settings.
Data sheets were completed in both settings for a three month period. These data sheets contained information on the frequency and intensity of the student's defined maladaptive behaviors of tapping, grabbing, hitting, hissing/making a face and crying.
The data was analyzed both descriptively (graphs) and statistically (chi-square) comparing frequency of behavioral occurrences between and across programs. The results indicated that there was a significant increase when moving between settings as well as between different times of day while at the high school. As analyzed clinically, inclusion for this individual child did not produce positive results.
Isler, Vicki L., "Inclusion at the high school level: a case study" (2000). Theses and Dissertations. 1689.