Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

Inclusion is a term used to describe the placement of students with special needs in general education. A primary goal of full inclusion stresses the socialization between students with disabilities and their general education peers instead of academic achievement. Opponents of full inclusion seek to maintain and expand the continuum of education placement. The primary focus of the current study was to explore differences in the level of social interactions and academic responses fifth and sixth grade students with LD made in resource room, inclusive, and regular classroom settings when no special education services were provided. Results indicated students with LD had equivalent levels of academic responding across settings, but more social interactions and less inappropriate behavior in the resource room. Implications of the current findings were discussed as well as recommendations for future research.

Advisor

Steven Duvall

Date of Award

Summer 2005

Document Type

Thesis - campus only access

Rights

© 2005 Shane R. Trentman

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