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Is charter school an answer for inne...

Hill-Ford, Sherry D.

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Is charter school an answer for inner-city students? A study of inclusion among disadvantaged Black male students with disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Is charter school an answer for inner-city students? A study of inclusion among disadvantaged Black male students with disabilities./
Author:	Hill-Ford, Sherry D.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700903
ISBN:	9781321711431

Is charter school an answer for inner-city students? A study of inclusion among disadvantaged Black male students with disabilities.
Hill-Ford, Sherry D.

Is charter school an answer for inner-city students? A study of inclusion among disadvantaged Black male students with disabilities. - 135 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (D.Ed.)--Capella University, 2015.

This item must not be sold to any third party vendors.

The dilemma of educating and assessing students with disabilities has plagued school districts nationwide. More and more students with disabilities are finding themselves in the inclusive classroom. They are being assessed through mandated high-stakes test just like their nondisabled peers. The primary purpose of this qualitative phenomenological research study was to investigate whether Black male students with disabilities were supported in the inclusion classroom by the general education teacher. The participants for this study included nine Black male students with disabilities, three general education teachers, one special education teacher and nine parents of the Black male students with disabilities. A survey was distributed to the students and teachers and interviews were conducted with the students and parents. The research questions in this study are (a) Which interventions, if any, specifically related to inclusion support would most contribute to increasing the academic achievement of Black male students with disabilities? (b) To what degree, if any, will prescribed interventions specifically related to inclusion support improve the graduation rate of the Black male students with disabilities? (c) To what degree, if any, will inclusion support contribute to improved test data and academic achievement of Black male students with disabilities? (d) To what extent do inclusion teachers believe they are adequately trained to teach Black male students with disabilities? (e) To what extent do parents believe that their Black male student with disabilities will be successful in the inclusion classroom of a charter school? (f) To what extent do Black male students with disabilities believe they will be supported by their teacher and successful in the inclusion classroom? The results of the study revealed that the majority of the Black male students with disabilities believed the support received by their teachers and peers was a direct correlation to achieving academically. The parents also believed that as a direct result of attending the charter school their sons would graduate from high school. Teachers felt that participating in the Teaching Inclusion Professional Program enhanced their teaching abilities and was an added benefit to their development as professional educators.

ISBN: 9781321711431Subjects--Topical Terms:

516693
Special education.

Is charter school an answer for inner-city students? A study of inclusion among disadvantaged Black male students with disabilities.
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245 1 0 $a Is charter school an answer for inner-city students? A study of inclusion among disadvantaged Black male students with disabilities.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Angela Rishell.
502 $a Thesis (D.Ed.)--Capella University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The dilemma of educating and assessing students with disabilities has plagued school districts nationwide. More and more students with disabilities are finding themselves in the inclusive classroom. They are being assessed through mandated high-stakes test just like their nondisabled peers. The primary purpose of this qualitative phenomenological research study was to investigate whether Black male students with disabilities were supported in the inclusion classroom by the general education teacher. The participants for this study included nine Black male students with disabilities, three general education teachers, one special education teacher and nine parents of the Black male students with disabilities. A survey was distributed to the students and teachers and interviews were conducted with the students and parents. The research questions in this study are (a) Which interventions, if any, specifically related to inclusion support would most contribute to increasing the academic achievement of Black male students with disabilities? (b) To what degree, if any, will prescribed interventions specifically related to inclusion support improve the graduation rate of the Black male students with disabilities? (c) To what degree, if any, will inclusion support contribute to improved test data and academic achievement of Black male students with disabilities? (d) To what extent do inclusion teachers believe they are adequately trained to teach Black male students with disabilities? (e) To what extent do parents believe that their Black male student with disabilities will be successful in the inclusion classroom of a charter school? (f) To what extent do Black male students with disabilities believe they will be supported by their teacher and successful in the inclusion classroom? The results of the study revealed that the majority of the Black male students with disabilities believed the support received by their teachers and peers was a direct correlation to achieving academically. The parents also believed that as a direct result of attending the charter school their sons would graduate from high school. Teachers felt that participating in the Teaching Inclusion Professional Program enhanced their teaching abilities and was an added benefit to their development as professional educators.
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