Date Approved

6-13-2017

Embargo Period

6-13-2017

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Kuder, Sydney J.

Committee Member 1

Xin, Joy

Keywords

connectedness, belonging, engagement, middle school

Subject(s)

Social skills--Study and teaching; Inclusive education

Disciplines

Special Education and Teaching

Abstract

This study examined the effects of implementing the Developmental Designs for Middle School (DDMS) program on the school connectedness of students with and without special needs in a seventh grade inclusion class in a middle school in a suburban community in southern New Jersey. Of the 23 participants in the study, 10 were students with special needs who were eligible for special education services and had individual education plans (IEPs). Of those 10 students, four qualified for IEPs under Other Health Impaired, four qualified under Multiply Disabled, and two qualified under Specific Learning Disability. The other thirteen students were general education students.

The findings of this study indicate that the implementation of the Developmental Designs for Middle School program in 7th grade classrooms may increase feelings of connectedness and perceived belongingness for general education students as well as students with disabilities. DDMS strategies within the classroom, as well as the advisory meetings, is a program that should be further studied and looked in to as a resource for increasing school connectedness for middle school students.

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