東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Include me, too! Comparing education...

Fruth, Jason D.

Linked to FindBook

Google Book

Amazon

博客來

Include me, too! Comparing educational performance in inclusive versus segregated environments.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Include me, too! Comparing educational performance in inclusive versus segregated environments./
Author:	Fruth, Jason D.
Description:	92 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3225.
Contained By:	Dissertation Abstracts International71-09A.
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413162
ISBN:	9781124134857

Include me, too! Comparing educational performance in inclusive versus segregated environments.
Fruth, Jason D.

Include me, too! Comparing educational performance in inclusive versus segregated environments. - 92 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3225.

Thesis (Ph.D.)--Capella University, 2010.

This study examines the impact of the inclusive environment on student performance. As schools work to comply with the Least Restrictive Environment requirement of the Individuals with Disabilities Education Act, including students into the general education environment has become the norm as opposed to the exception. The improvement in performance for students with disabilities in the inclusive environment has been well documented. However, there is a significant gap in the research regarding the performance of students without disabilities in the inclusive environment. The intent of this study was to focus on that group of students without disabilities and their performance in the inclusive environment compared to their performance in a segregated environment given an otherwise identical curriculum and course mapping. This quantitative study utilizes a quasi-experimental design. Student performance was measured using the statewide, standardized assessment. This study found that there was no significant difference between the performance of students without disabilities in the inclusive versus segregated environments in the content areas of social studies, science, and reading. This study also revealed that students in the segregated environment performed significantly better than students in the inclusive environment in the area of mathematics.

ISBN: 9781124134857Subjects--Topical Terms:

1669130
Education, Policy.

Include me, too! Comparing educational performance in inclusive versus segregated environments.
LDR:02389nam 2200313 4500 001 1401809
005 20111017130539.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124134857
035 $a (UMI)AAI3413162
035 $a AAI3413162
040 $a UMI $c UMI
100 1 $a Fruth, Jason D. $3 1680965
245 1 0 $a Include me, too! Comparing educational performance in inclusive versus segregated environments.
300 $a 92 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3225.
500 $a Adviser: Janet Newton.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a This study examines the impact of the inclusive environment on student performance. As schools work to comply with the Least Restrictive Environment requirement of the Individuals with Disabilities Education Act, including students into the general education environment has become the norm as opposed to the exception. The improvement in performance for students with disabilities in the inclusive environment has been well documented. However, there is a significant gap in the research regarding the performance of students without disabilities in the inclusive environment. The intent of this study was to focus on that group of students without disabilities and their performance in the inclusive environment compared to their performance in a segregated environment given an otherwise identical curriculum and course mapping. This quantitative study utilizes a quasi-experimental design. Student performance was measured using the statewide, standardized assessment. This study found that there was no significant difference between the performance of students without disabilities in the inclusive versus segregated environments in the content areas of social studies, science, and reading. This study also revealed that students in the segregated environment performed significantly better than students in the inclusive environment in the area of mathematics.
590 $a School code: 1351.
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Special. $3 606639
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0458
690 $a 0529
690 $a 0727
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 71-09A.
790 1 0 $a Newton, Janet, $e advisor
790 1 0 $a Burnworth, Carole $e committee member
790 1 0 $a Fitzgerald, Shawn $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413162