Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.

Coteaching strategies have been implemented in many of the inclusion math classrooms in an attempt to improve the achievement of students. Math achievement continues to be a concern as reported by the National Mathematics Advisory Council in 2007. Educators and previous research reported that coteaching does not improve student achievement. The purpose of this study and the research question was designed to investigate, determine, and examine if coteaching has an impact on regular education students' achievement on an algebra assessment in the eighth grade. This concurrent mixed methods design used test data from a convenience sample of 70 eighth grade students and 6 math coteachers from a small rural middle school in a southern U.S state. The students were divided into a cotaught class (experimental) and a noncotaught class (control group). The teachers' perception and implementation of the coteaching model within the inclusive classroom was determined through interviews using a semi-structured interview guide. Students' achievement was measured based on math scores on a Basic Skills Algebra Assessment given at the beginning and end of 12 weeks. A two-way analysis of variance (ANOVA) was conducted to assess if differences exist on algebra achievement scores by group (control vs. treatment) and time (pretest vs. posttest). The results of the post hoc analysis, consisting of two independent sample t tests and two dependent sample t tests, revealed that significant mean differences did in fact exist on algebra achievement scores for only the experimental group suggesting that scores increased from pre to posttest. The interview data indicated that the teachers' perception of student learning was greater in the cotaught classroom. Evidence is provided to coteachers and administrators in support of implementing the coteaching model. It supports a change in students' attitudes and perceptions of other's differences as well as their ability to learn mathematics.

Thesis focused on finding the conditions of successful inclusive education to the specific primary school. In the theoretical part defines the concepts related to an inclusive education, compares the various authors, the principles of inclusive, sees the inclusive education in the world and in the Czech Republic. Further mentions that the school climate is one of the most important conditions for successful inclusion. Compares the for and against inkluzivního training, its contribution to the school, and all participants in the educational process. Part of the research is focused on the readiness of the particular primary school to inclusive education.

Repeated poor performance by students with special needs on the Indiana Statewide Test of Educational Progress (ISTEP) in an Indiana middle school supported the need for instructional changes. Following the implementation of a full inclusion program, a problem arose in that the program had not been evaluated and effectiveness was in question. This study, grounded in the constructivist and social reproduction theoretical frameworks, is important in explaining the effectiveness of a fully inclusive school. Whether placing middle school aged children with special needs in inclusive classrooms in the middle school setting is an effective practice is the research question guiding this work. A program evaluation was used to determine effectiveness by examining same student test score data in math and English from 2005 through 2007. The 2007 test scores reflected the first scores following a full year of inclusion. The test score data were compared using repeated-measures ANOVA to study overall performance from year to year. The findings of the project show that inclusion had a significant positive effect on ISTEP scores and is an effective method of instructing children with special needs in the least restrictive environment. The information gained from this work could be used to provide improved learning opportunities for middle school students with special needs in their current setting as well as influence their future learning opportunities through high school and beyond resulting in positive social change. Students with special needs may realize higher graduation rates and academic success while this work could be used to guide the implementation of an inclusion program by examining the methods explained in this paper.