A special education population failed to meet the state target in English. This occurrence drove educational leaders to review their program options to address the problem. Their decision to offer a partial inclusion English program setting is important because it supports using data to provide students a Free and Appropriate Education (FAPE) in the Least Restrictive Environment (LRE). The purpose of this study was to examine if the new setting was supported by an increase in student academic achievement scores. The theoretical framework included the social relationship model by Reindal and Gürgür and Uzuner's successful inclusion practices theory. The guiding research question addressed the influence of a self-contained setting for English, replacing the general education class offered for special education students on California Modified Assessment (CMA) English scores. A comparative quantitative pre- and posttest design study was conducted using a before-and-after sequence of events (partial-inclusion implementation) and included a sample size of 8 participants. A Friedman Test was followed up with the Wilcoxon Signed Ranks Test to complete the data analysis. Findings showed noteworthy differences between 2 or more of the mean scores, and scores in 2013 were higher than scores in 2012. The resulting project is a training session on the implemented intervention Read Naturally, which was supported in the data analysis. Recommendations include providing technical support and time management strategies for staff. Implications for positive social change support provision of settings and supportive reading strategies to meet the needs of individual special education students. This support will ensure students' placement into the least restrictive environment.

Part-time faculty members represent the majority of faculty at public two-year postsecondary institutions. Utilizing part-time faculty enables two-year institutions to control their instructional costs and maintain scheduling flexibility. However, part-time faculty are diverse in regards to their employment preference, some prefer part-time employment while others would prefer a full-time position. Since retaining and attracting qualified and experienced part-time faculty members is essential, it is imperative that their satisfaction be understood. This study uses the 2004 National Study of Postsecondary Faculty (NSOPF: 04) to study faculty satisfaction. Faculty was disaggregated according to employment preference into full-time, involuntary part-time, and voluntary part-time in order to study the structure of satisfaction for each group and the factors that influence the satisfaction for each group. The factors studied were perception of equity, partial inclusion, demographic differences and academic discipline. I found that the structure of faculty satisfaction and the influence of variables on faculty satisfaction differ among full-time, involuntary part-time, and voluntary part-time faculty.