The purpose of this study was to examine concepts of "inclusion" held by policy drivers (PD), policy makers (PM) and policy implementers (PI) from various national organizations, state agencies and school districts. Interviews were conducted with 14 informants, and responses recorded, transcribed and clustered according to patterns of language. Documents provided by informants were reviewed. A Likert-type questionnaire was developed, grounded in patterns of language used in interviews and documents. Descriptive and inferential statistics identified variance between and within groups. Of 430 questionnaires sent, 266 were returned. Factor analysis of 29 items yielded 5 factors (definition of inclusion, training and support, receptivity, benefits/barriers, and prerequisites). One way analysis of variance, tests for homogeneity and multiple range tests were performed. Patterns of understanding of inclusion were clarified, and interpretations and conclusions were drawn. Significant variance was found among PD, PM, and PI on 3 of 5 factors (benefits/barriers, prerequisites, receptivity) with the greatest variance being between PD and PI. The most significant variance among 8 school districts occurred with factor 1 (benefits/barriers of inclusion). Informants' degree of support for inclusion was frequently not reflective of the organizations they represented. All groups associated inclusion with attitudes and beliefs, rather than with actions or programs. By describing patterns of definitions and critical attributes of inclusion, the development and implementation of educational policy relating to students with disabilities may be facilitated. Observed variations in how inclusion is philosophically and operationally defined may play a critical role in the implementation of inclusionary practices. The language used by informants reflects barriers to successful implementation of inclusion, as well as possible solutions. Variance between policy drivers, policy makers and policy implementers, as well as between individuals and their respective organizations may have implications for the evolution and development of educational policy.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc277838 |
| Date | 05 1900 |
| Creators | James, Leslie Charles |
| Contributors | Moseley, Patricia Anne, Short, J. Rodney, Hardy, Clifford A. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 141 leaves, Text |
| Coverage | United States - Texas |
| Rights | Public, Copyright, James, Leslie Charles, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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