Date Approved


Embargo Period


Document Type


Degree Name

M.A. in Learning Disabilities


Interdisciplinary and Inclusive Education


College of Education


Urban, Stanley


High school teachers--Attitudes; Inclusive education


Disability and Equity in Education


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.