<p> This dissertation investigates the effectiveness of co-taught inclusion classrooms, using a case study design with descriptive and inferential statistics and survey data. The purpose of the study was to investigate whether or not students with mild/moderate disabilities experience greater academic growth from participating in full inclusion co-taught classrooms, than in non-co-taught inclusion classes. Research analysis was based on quantifiable data: summative or benchmark assessments, SRI tests, grades, attendance, discipline records, and survey data. This study focused on seventh- and eighth- grade co-taught inclusion classes containing students with mild/moderate disabilities at one junior high school within a large urban school district. The results indicated that co-taught students with mild/moderate disabilities demonstrated significantly greater growth than non-co-taught students with mild/moderate disabilities. The statistical analysis was supported by triangulating student attendance, grades, discipline records, and survey responses.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3663875 |
| Date | 02 September 2015 |
| Creators | Cole, Jeff T. |
| Publisher | California State University, Fullerton |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0011 seconds