The purpose of this study was to conduct field research to analyze actual outcomes for students with moderate to severe disabilities educated in regular educational settings. This study sought to determine if students with moderate to severe disabilities were successful after implementation of an inclusive model. Both qualitative and quantitative methods were applied in this study. A modified case study design was used including interviews, observations, questionnaires, record analyses, and surveys. The results indicated that the four cases represent an overall successful program model with individual variations. Students achieved the highest rate of success as measured by the Individualized Education Program (IEP) progress, grades, and parent satisfaction. All four cases demonstrate the need for more peer friendships that carry over into after-school life. Definitions of student success varied across the groups surveyed. Over 75% of teachers surveyed felt that students in this study could be successfully integrated; yet only 45% actually felt successful. The most important three conditions teachers needed for teachers to feel successful were extra time for consultation, curriculum adaptation, and individualizing instruction. Teachers rated staff expertise, administrative commitment, and flexibility of professionals as most supportive of successful integration. Teachers felt that paid summer time and release time were least supportive of integration efforts. In spite of the positive findings, 53% of these teachers preferred a pull-out model of instruction. Parents were split more evenly between pull-out and inclusive models. Three of the four case study students and all of the peers interviewed chose an inclusive educational setting. Results of this study suggest that the school day needs to be reorganized to allow teachers more time to collaborate and plan. The role of individual aides for students with moderate to severe disabilities should be carefully reviewed and defined. Definitions of student's success should be clearly established. Special education documents such as the Individual Education Plan (IEP) and progress report need stable formats in order to perform longitudinal studies of student's success.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8795 |
| Date | 01 January 1994 |
| Creators | Callahan, Kathleen Ann |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0303 seconds