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The Importance of Inclusive Classrooms for Students with Disabilities : = Research Leading to the Creation of a Needs Assessment to Support Inclusive Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Importance of Inclusive Classrooms for Students with Disabilities :/
Reminder of title:	Research Leading to the Creation of a Needs Assessment to Support Inclusive Classrooms.
Author:	Jensen, Tara.
Description:	1 online resource (102 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29324121click for full text (PQDT)
ISBN:	9798845417367

The Importance of Inclusive Classrooms for Students with Disabilities : = Research Leading to the Creation of a Needs Assessment to Support Inclusive Classrooms.
Jensen, Tara.

The Importance of Inclusive Classrooms for Students with Disabilities :Research Leading to the Creation of a Needs Assessment to Support Inclusive Classrooms. - 1 online resource (102 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ed.D.)--The University of North Dakota, 2022.

Includes bibliographical references

Inclusion of students with disabilities in the general classroom has many benefits for all students in the classroom, not just students with disabilities. Including students teaches all students kindness, compassion, and patience. For special education students, inclusion increases confidence, social skills, helps to create a sense of belonging, and makes learning more enjoyable. The purpose of this study was to see if students with disabilities make more progress being included in the general classroom with their peers or pulled into the resource room and placed on an alternate curriculum. Data was collected using progress monitoring scores and IEP goals. Results showed that students included in the general classroom made more progress than students who were placed on an alternate curriculum in the resource room. Students placed in the general classroom for reading instruction improved by 3.92 more points than students placed on an alternate reading curriculum. Students placed in the general classroom for math instruction improved by 9.317 more points than students placed on an alternate math curriculum. When looking at IEP goal progress, students on alternate curriculums showed progress on 90% of their goals. The students that were included in the general classroom showed progress on 100% of their goals.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845417367Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Inclusive classroomsIndex Terms--Genre/Form:

542853
Electronic books.

The Importance of Inclusive Classrooms for Students with Disabilities : = Research Leading to the Creation of a Needs Assessment to Support Inclusive Classrooms.
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245 1 4 $a The Importance of Inclusive Classrooms for Students with Disabilities : $b Research Leading to the Creation of a Needs Assessment to Support Inclusive Classrooms.
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500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Schlenker, Jared.
502 $a Thesis (Ed.D.)--The University of North Dakota, 2022.
504 $a Includes bibliographical references
520 $a Inclusion of students with disabilities in the general classroom has many benefits for all students in the classroom, not just students with disabilities. Including students teaches all students kindness, compassion, and patience. For special education students, inclusion increases confidence, social skills, helps to create a sense of belonging, and makes learning more enjoyable. The purpose of this study was to see if students with disabilities make more progress being included in the general classroom with their peers or pulled into the resource room and placed on an alternate curriculum. Data was collected using progress monitoring scores and IEP goals. Results showed that students included in the general classroom made more progress than students who were placed on an alternate curriculum in the resource room. Students placed in the general classroom for reading instruction improved by 3.92 more points than students placed on an alternate reading curriculum. Students placed in the general classroom for math instruction improved by 9.317 more points than students placed on an alternate math curriculum. When looking at IEP goal progress, students on alternate curriculums showed progress on 90% of their goals. The students that were included in the general classroom showed progress on 100% of their goals.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 529436
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
653 $a Inclusive classrooms
653 $a Needs assessment
653 $a Students with disabilities
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710 2 $a The University of North Dakota. $b Educational Leadership. $3 2097867
773 0 $t Dissertations Abstracts International $g 84-04A.
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