Publication Date

1994

Document Type

Dissertation/Thesis

First Advisor

Townsend, Lucy, 1944-

Degree Name

M.S. Ed. (Master of Education)

Department

Department of Leadership and Educational Policy Studies

LCSH

Handicapped children--Education (Elementary)--Illinois||Mainstreaming in education--Illinois

Abstract

This is a case study investigating the perceptions of regular educators in a northern Illinois public elementary school towards the implementation of including students with disabilities in their classrooms. In addition, this study investigated the current practices of inclusion at the Site School and compared these practices and teacher perceptions to the district's goal for inclusion. Data were gathered from regular teacher interviews, related service teacher interviews, administrative interviews, and classroom observations. Eleven teachers and three administrators took part in the study. Thirteen of the fourteen participants stated that overall the implementation of inclusion at the Site School had been successful. Friendships between disabled and nondisabled students, positive attitudes of non-disabled students towards students with disabilities, the contributions of the disabled students to the classroom "society," and the students' with disabilities progress socially and with the attainment of skills were determined as successful aspects of the implementation of inclusion at the Site School. The collaborative effort between the regular classroom teachers and the inclusion facilitator was also described as successful. The participants expressed concern with the lack of: integration of related services, administrative support, collaboration, and knowledge regarding the process of determining who should be considered for inclusion. Recommendations to improve these areas are provided based on participants' responses and observations. These recommendations include involving all staff in the development of the district's goal, implementing inservice training that is student-centered, providing opportunities for all staff to develop teaming skills, and demonstrating more administrative support.

Comments

Includes bibliographical references (pages [69]-72)

Extent

86 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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