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Special Education Classroom Inclusio...

Butler, Crystal.

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Special Education Classroom Inclusion Programming: Models to Provide Support for Special Education Students in the General Education Setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Special Education Classroom Inclusion Programming: Models to Provide Support for Special Education Students in the General Education Setting./
Author:	Butler, Crystal.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	108 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27958174
ISBN:	9798662585843

Special Education Classroom Inclusion Programming: Models to Provide Support for Special Education Students in the General Education Setting.
Butler, Crystal.

Special Education Classroom Inclusion Programming: Models to Provide Support for Special Education Students in the General Education Setting. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 108 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2020.

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

Federal and state laws require that students with disabilities participate in and perform equally to same-age peers on statewide assessments (Hurwitz, Perry, Cohen, & Skiba, 2019). As a result, the pressure to favor one kind of inclusion placement in the general education classroom over any other has increased. Within special education, there has been a continuum of services and placements developed to meet the needs of students in the general education setting, the most common include consult teaching, cooperative teaching, supportive resource services, aide services, and a dual-certified model. It is unknown if special education inclusive service delivery program models have a positive impact on special education students' academic achievement at a high school in the Mid-Atlantic region of the United States. This ex post facto linear study compared the inclusive special education service delivery models in a Mid-Atlantic high school by examining special education students' standardized assessment scores on the Partnership for Assessment of Readiness for College and Careers (PARCC) to determine if the program models had an impact on academic outcomes in the least restrictive environment. The special education service delivery program models that were utilized and examined included supportive resource services, cooperative teaching, dual-certified, and a combined type of supportive resource and cooperative teaching. This study produced varied results, depending on the school year, service model, and PARCC assessment. The results indicate that there is no single service delivery model that yields significantly higher student achievement results on the PARCC assessment; however, there are service models that a positive impact on student assessment scores but should be viewed within a limited context. Further research requires an analysis of the impacts and implications of the service delivery for secondary students with disabilities to provide data that will allow for program planning of inclusive service delivery models.

ISBN: 9798662585843Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Inclusion

Special Education Classroom Inclusion Programming: Models to Provide Support for Special Education Students in the General Education Setting.
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Cooper, George J.
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506 $a This item must not be sold to any third party vendors.
520 $a Federal and state laws require that students with disabilities participate in and perform equally to same-age peers on statewide assessments (Hurwitz, Perry, Cohen, & Skiba, 2019). As a result, the pressure to favor one kind of inclusion placement in the general education classroom over any other has increased. Within special education, there has been a continuum of services and placements developed to meet the needs of students in the general education setting, the most common include consult teaching, cooperative teaching, supportive resource services, aide services, and a dual-certified model. It is unknown if special education inclusive service delivery program models have a positive impact on special education students' academic achievement at a high school in the Mid-Atlantic region of the United States. This ex post facto linear study compared the inclusive special education service delivery models in a Mid-Atlantic high school by examining special education students' standardized assessment scores on the Partnership for Assessment of Readiness for College and Careers (PARCC) to determine if the program models had an impact on academic outcomes in the least restrictive environment. The special education service delivery program models that were utilized and examined included supportive resource services, cooperative teaching, dual-certified, and a combined type of supportive resource and cooperative teaching. This study produced varied results, depending on the school year, service model, and PARCC assessment. The results indicate that there is no single service delivery model that yields significantly higher student achievement results on the PARCC assessment; however, there are service models that a positive impact on student assessment scores but should be viewed within a limited context. Further research requires an analysis of the impacts and implications of the service delivery for secondary students with disabilities to provide data that will allow for program planning of inclusive service delivery models.
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