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An investigation of the inclusion mo...

Morton, Juanita Laurie.

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An investigation of the inclusion model of instruction with assistive technology and the regular education with pull-out model of instruction.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An investigation of the inclusion model of instruction with assistive technology and the regular education with pull-out model of instruction./
Author:	Morton, Juanita Laurie.
Description:	74 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2428.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409402
ISBN:	9781124068862

An investigation of the inclusion model of instruction with assistive technology and the regular education with pull-out model of instruction.
Morton, Juanita Laurie.

An investigation of the inclusion model of instruction with assistive technology and the regular education with pull-out model of instruction. - 74 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2428.

Thesis (Ed.D.)--Fielding Graduate University, 2010.

This study was designed to determine whether the inclusion model of instruction with the use of assistive technology was more effective in delivering instruction to regular education students and special needs students in the same classroom in comparison to the regular education with pull-out model of instruction. I also attempted to determine whether teachers had to be trained to implement the inclusion model of instruction with assistive technology. The goal of the comprehensive program was to make sure that professional development was provided so that teachers were well prepared for and effective in delivering instruction to special needs and regular education students in the same learning environment, as well as to ensure that special needs students had equal access to assistive technology in the least restrictive environment as mandated by federal law. The study used dialogue with an action research team, comprised of selected school personnel, and classroom observations to explore this topic. The most important findings were that teachers needed professional development to be more knowledgeable and supportive of students with disabilities for the inclusion model of instruction to be successful in the classroom.

ISBN: 9781124068862Subjects--Topical Terms:

1035576
Education, Leadership.

An investigation of the inclusion model of instruction with assistive technology and the regular education with pull-out model of instruction.
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100 1 $a Morton, Juanita Laurie. $3 1679104
245 1 3 $a An investigation of the inclusion model of instruction with assistive technology and the regular education with pull-out model of instruction.
300 $a 74 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2428.
500 $a Adviser: Kathryn Epstein.
502 $a Thesis (Ed.D.)--Fielding Graduate University, 2010.
520 $a This study was designed to determine whether the inclusion model of instruction with the use of assistive technology was more effective in delivering instruction to regular education students and special needs students in the same classroom in comparison to the regular education with pull-out model of instruction. I also attempted to determine whether teachers had to be trained to implement the inclusion model of instruction with assistive technology. The goal of the comprehensive program was to make sure that professional development was provided so that teachers were well prepared for and effective in delivering instruction to special needs and regular education students in the same learning environment, as well as to ensure that special needs students had equal access to assistive technology in the least restrictive environment as mandated by federal law. The study used dialogue with an action research team, comprised of selected school personnel, and classroom observations to explore this topic. The most important findings were that teachers needed professional development to be more knowledgeable and supportive of students with disabilities for the inclusion model of instruction to be successful in the classroom.
520 $a Key words: inclusion model of instruction, assistive technology, regular education, pull-out model of instruction
590 $a School code: 1503.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Special. $3 606639
650 4 $a Education, Technology of. $3 1018012
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710 2 $a Fielding Graduate University. $b The School of Educational Leadership and Change. $3 1670997
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Epstein, Kathryn, $e advisor
790 1 0 $a Mahon, Lee $e committee member
790 1 0 $a Henderson, Lenneal J. $e committee member
790 1 0 $a Griffin, Shandrina V. $e committee member
790 1 0 $a Dargan, Rebecca W. $e committee member
790 $a 1503
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409402