Date Approved
6-18-2009
Embargo Period
3-15-2016
Document Type
Thesis
Degree Name
M.S. in Teaching
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Hespe, David
Subject(s)
Inclusive education; Special education
Disciplines
Elementary Education and Teaching
Abstract
The purpose of this study was to investigate and determine the most effective strategies for creating a socially developing and accepting inclusion classroom. The study was conducted as teacher research and uses both quantitative and qualitative research methods. The population used in the study was that of a first grade inclusion classroom. All students who were given parental consent participated. A classroom observation rubric, student surveys, and student interviews were completed pre-implementation. Strategies for creating a socially developing and accepting inclusion classroom were implemented; reading pertinent literature, discussions, and lunch conversations. During this time student artifacts were collected. After the implementation the observation rubrics, student surveys, and teacher interviews were completed. The pre-implementation observation rubrics and student surveys were analyzed to note any change in student feelings toward their classroom environment. At the end of the study student feelings towards the classroom environment and peers had changed positively due to the strategies implemented.
Recommended Citation
Bishop, Kristin, "Effective strategies for creating socially developing and accepting inclusion classrooms" (2009). Theses and Dissertations. 592.
https://rdw.rowan.edu/etd/592
