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A case study of inclusion: Its time...

O'Dell, Marti.

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A case study of inclusion: Its time to get mad.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A case study of inclusion: Its time to get mad./
Author:	O'Dell, Marti.
Description:	243 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2201.
Contained By:	Dissertation Abstracts International63-06A.
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056571
ISBN:	0493715290

A case study of inclusion: Its time to get mad.
O'Dell, Marti.

A case study of inclusion: Its time to get mad. - 243 p.

Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2201.

Thesis (Ph.D.)--Oregon State University, 2002.

Since the passage of the Education for All Handicapped Children Act in 1975, a number of common problems have emerged. Primarily they involve the difficulties both experienced and created by public schools attempting to fulfill the federal mandate to provide students with disabilities an appropriate public education. The purpose of this study is to examine the process of inclusion as implemented by teachers of students with learning disabilities. This study is a qualitative research project. A grounded theory approach, used to derive constructs and laws directly from the immediate data collected, rather than from prior research and theory was utilized. Three regular classroom teachers were selected for detailed investigation. The investigation focused on the usability of the Individualized Education Plans (IEP) and how well the regular education teacher implemented the interventions and accommodations specified in the IEP for students with learning disabilities in their class. To enhance the validity and generalizability of the findings, several methods of data collection were used: researching student files, interviews and observations. Upon analysis of the data, various themes emerged. The themes were grouped into three areas of focus: general classroom teachers, the IEP, and administrative focus. The data obtained in this study are characteristic of previous research findings; teachers typically provide whole-class, undifferentiated instruction and offer minimal adaptations for students with learning disabilities, the IEPs consistently lack usability and the language used in the IEP is confusing. This study indicates that focusing on the IEP itself can make a significant impact. By specifically defining terms used in the IEP and by soliciting the input from previous teachers to document specific teaching strategies for a student with a learning disability the IEP will evolve into a tool to be used by subsequent teachers. It is not a sufficient strategy simply to return students with disabilities to unchanged mainstream programs. Teacher education programs need to focus on the increasing diversity of the student population and emphasize techniques in modifying and differentiating curriculum. The regular school programs need to be re-created so that they can meet more effectively the diverse and individual needs of all students.

ISBN: 0493715290Subjects--Topical Terms:

606639
Education, Special.

A case study of inclusion: Its time to get mad.
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500 $a Adviser: Joanne B. Engel.
502 $a Thesis (Ph.D.)--Oregon State University, 2002.
520 $a Since the passage of the Education for All Handicapped Children Act in 1975, a number of common problems have emerged. Primarily they involve the difficulties both experienced and created by public schools attempting to fulfill the federal mandate to provide students with disabilities an appropriate public education. The purpose of this study is to examine the process of inclusion as implemented by teachers of students with learning disabilities. This study is a qualitative research project. A grounded theory approach, used to derive constructs and laws directly from the immediate data collected, rather than from prior research and theory was utilized. Three regular classroom teachers were selected for detailed investigation. The investigation focused on the usability of the Individualized Education Plans (IEP) and how well the regular education teacher implemented the interventions and accommodations specified in the IEP for students with learning disabilities in their class. To enhance the validity and generalizability of the findings, several methods of data collection were used: researching student files, interviews and observations. Upon analysis of the data, various themes emerged. The themes were grouped into three areas of focus: general classroom teachers, the IEP, and administrative focus. The data obtained in this study are characteristic of previous research findings; teachers typically provide whole-class, undifferentiated instruction and offer minimal adaptations for students with learning disabilities, the IEPs consistently lack usability and the language used in the IEP is confusing. This study indicates that focusing on the IEP itself can make a significant impact. By specifically defining terms used in the IEP and by soliciting the input from previous teachers to document specific teaching strategies for a student with a learning disability the IEP will evolve into a tool to be used by subsequent teachers. It is not a sufficient strategy simply to return students with disabilities to unchanged mainstream programs. Teacher education programs need to focus on the increasing diversity of the student population and emphasize techniques in modifying and differentiating curriculum. The regular school programs need to be re-created so that they can meet more effectively the diverse and individual needs of all students.
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