Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

Increasingly, educators instruct students with special needs in general instead of special education classrooms even though little evidence exists suggesting that students with disabilities exhibit relatively increased academic responding and appropriate social interaction when taught in general education environments. The current observational study involved a fourth-grade, male student with emotional disturbances who received math instruction in general education and resource room settings. The purpose of the study was to determine whether the target student’s behavior varied across instructional environments. Results indicated that, compared to behaviors emitted in the resource room, those observed in the general education classroom involved lower levels of academic responding, appropriate behavior, and positive social interaction. Implications regarding future research were discussed.

Advisor

Steven Duvall

Date of Award

Summer 2006

Document Type

Thesis - campus only access

Rights

© 2006 Jennifer A. Cole

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