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The extent to which Michigan public ...

Conley-Sowels, Christine K.

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The extent to which Michigan public education K--12 district teacher collective bargaining agreements support inclusion of special education students in general education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The extent to which Michigan public education K--12 district teacher collective bargaining agreements support inclusion of special education students in general education./
Author:	Conley-Sowels, Christine K.
Description:	182 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4420.
Contained By:	Dissertation Abstracts International64-12A.
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3115953
ISBN:	0496633899

The extent to which Michigan public education K--12 district teacher collective bargaining agreements support inclusion of special education students in general education.
Conley-Sowels, Christine K.

The extent to which Michigan public education K--12 district teacher collective bargaining agreements support inclusion of special education students in general education. - 182 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4420.

Thesis (Ph.D.)--Michigan State University, 2003.

Inclusion of special education students in general education class is a controversial issue for educators. Inclusion is not a new idea. Over the past four decades, many parents and professionals have proposed that students with disabilities should have the opportunity to attend school with their non-disabled peers.

ISBN: 0496633899Subjects--Topical Terms:

606639
Education, Special.

The extent to which Michigan public education K--12 district teacher collective bargaining agreements support inclusion of special education students in general education.
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100 1 $a Conley-Sowels, Christine K. $3 1900934
245 1 4 $a The extent to which Michigan public education K--12 district teacher collective bargaining agreements support inclusion of special education students in general education.
300 $a 182 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4420.
500 $a Adviser: Stephen S. Kaagan.
502 $a Thesis (Ph.D.)--Michigan State University, 2003.
520 $a Inclusion of special education students in general education class is a controversial issue for educators. Inclusion is not a new idea. Over the past four decades, many parents and professionals have proposed that students with disabilities should have the opportunity to attend school with their non-disabled peers.
520 $a This study includes a stratified random sample of the 555 Michigan K--12 school districts. District contracts and special education data from a total of 120 school districts are reviewed. The total number of references to the inclusion of special education students in general education within contracts are compared to the total percentage of time special education students are actually included in general education within each district. The study was based on the December 1, 1999 Count.
520 $a This study suggests that some of the language in teacher contracts dealing with inclusion of special education students in general education may negatively affect the inclusion of special education students, regardless of the nature of their disability.
520 $a The language in teacher contracts provides a window into the individual districts studied and public education in Michigan as a whole as it relates to the inclusion of special education students in general education. Social constructivist theory explains the teacher contract language dealing with inclusion of special education students, as a response to situations involving inclusion, which have already occurred in a district or in preparation for the inclusion of special education students.
520 $a This study provides insight into myths about inclusion and teacher contracts. The hypothesis was challenged and the results in turn demonstrate that teacher contract language does not seem to negatively correlate with the inclusion of special education students. In fact it may actually assist in working out the concerns general educators have about inclusion.
590 $a School code: 0128.
650 4 $a Education, Special. $3 606639
650 4 $a Education, Administration. $3 626645
650 4 $a Sociology, Industrial and Labor Relations. $3 1017858
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710 2 0 $a Michigan State University. $3 676168
773 0 $t Dissertation Abstracts International $g 64-12A.
790 1 0 $a Kaagan, Stephen S., $e advisor
790 $a 0128
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3115953