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Mathematics Achievement Of Regular Education Students By Placement In Inclusion And Non-Inclusion Classrooms And Their Principals' Perceptions Of Inclusion, Loretta Rodgers Hartfield
Mathematics Achievement Of Regular Education Students By Placement In Inclusion And Non-Inclusion Classrooms And Their Principals' Perceptions Of Inclusion, Loretta Rodgers Hartfield
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This study examined mathematics achievement of fourth and fifth grade students in Mississippi and principals' perceptions of inclusion.
A sample of 462 students from eight separate elementary schools was selected for this study. Fifteen principals completed the Principal and Inclusion Survey regarding inclusion education. Eight of the 15 principals were interviewed with 10 open-ended questions regarding their perceptions of inclusion.
Data were analyzed using an independent two-tailed t test and Pearson product moment correlation. The independent two-tailed / test was used to determine differences in mathematics achievement for fourth and fifth grade students in inclusion classrooms compared to non-inclusion classrooms …