Successful inclusive practices for students with disabilities in one elementary school /
Although never mentioned in the law, the passage of the Individuals with Disabilities Education Act in 1990 produced a philosophy called "inclusion." Much debate exists on whether students with disabilities should be fully included in general education settings or placed in a continuum o...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=725899141&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Although never mentioned in the law, the passage of the Individuals with Disabilities Education Act in 1990 produced a philosophy called "inclusion." Much debate exists on whether students with disabilities should be fully included in general education settings or placed in a continuum of settings based on individual need. This case study of an elementary school in Texas was based upon the research method of naturalistic inquiry (Lincoln & Guba, 1985; Erlandson, Harris, Skipper, & Allen, 1993) and grounded theory analysis (Strauss & Corbin, 1990). Since the definition of successful inclusion is so hotly debated, those proponents of full inclusion would not agree that the school in the study is successful since the school maintains a continuum of services. Nonetheless, leadership, professionalism, and trust were woven throughout the categories that emerged from the data, producing the core category, or storyline. Through data analysis, grounded theory was established regarding the phenomenon of the inclusion of students with disabilities. The principal led the school to change on a systemic level by first building her own understanding of inclusive practices. She then educated her faculty and staff through professional development opportunities. Through the use of collaborative teaching, creative scheduling, and paraprofessional support, the principal was able to lead her staff to successful inclusive practices. Teachers took their roles very seriously and believed it was their job to have high expectations for students as well as themselves. Special and general educators collaborated to create an educational setting that would benefit all students. Furthermore, instructional approaches and student support programs were designed to benefit both children with and without disabilities. Teachers did report frustration with inclusive practices; however, the question was never whether students with disabilities belonged in general education, but how those students would be supported. Trust was woven throughout the tapestry of the school. Not only was mutual trust between the faculty and the principal evident, but with the parents, as well. Parents were viewed as crucial partners in the school. The positive climate in the school provided for a place where all students felt part of the learning community. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xii, 179 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 152-159). |