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A Phenomenological Study On Special Education Teachers' Experience With General Education Teachers Not In A Co-Teaching Model Of Inclusion In North Carolina High Schools, Desmond Denard Coble
A Phenomenological Study On Special Education Teachers' Experience With General Education Teachers Not In A Co-Teaching Model Of Inclusion In North Carolina High Schools, Desmond Denard Coble
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the experiences of special education teachers with general education teachers who are not in a co-teaching model of inclusion in North Carolina high schools. The study examined how inclusion is implemented at the school level and how special education teachers and general education teachers collaborate for students with disabilities. Special education teachers working at the high school level in North Carolina are the participants in this study. The setting for the study is high schools within the state of North Carolina. The central question for this study asks how special …
Perceptions Of General Education And Special Education Teachers Towards Inclusion: A Quantitative Study, Charity Leigh Kinneer
Perceptions Of General Education And Special Education Teachers Towards Inclusion: A Quantitative Study, Charity Leigh Kinneer
Doctoral Dissertations and Projects
This study examined the attitudes of general education teachers and special education teacher of the inclusion classroom in the middle and high school levels. Using casual- comparative and survey methodology, the level of agreement or disagreement of these teachers’ attitudes towards the inclusive procedures was assessed in four areas: Planning, Classroom/School Environment, Collaboration/Team Partners, and Resources/Supports/Professional Development. The survey measured general education teachers and special education teachers in the middle and high school levels using a 19- item, five-point Likert scale. To address the research questions, an ANOVA was initially proposed. However, due to the low sample size of administrators …
Comparing Types Of Student Placement And The Effect On Achievement For Students With Disabilities, Patricia Mason
Comparing Types Of Student Placement And The Effect On Achievement For Students With Disabilities, Patricia Mason
Doctoral Dissertations and Projects
Since implementing No Child Left Behind, schools have improved student achievement while also preparing students for the 21st century. Schools continue to strive for 100% proficiency in all subgroups by 2014, but achievement gap exists for students with disabilities. This study used a causal comparative research design to test the concept of co-teaching by comparing types of placement for students with disabilities and the effect on student achievement. For this study, placement was considered where the student received instruction in either a general education class or a co-taught class during 9th through 11th grade. Student achievement was based on the …