Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

This study investigated the perceptions of regular education teachers about the best placement of students with learning disabilities, emotional-behavioral disabilities, and mental retardation. Teachers from five suburban elementary schools were surveyed with a total sample of 76 participants. Teachers were asked to predict academic, behavioral, and social success of children with three different disabilities in three educational placement settings (full-inclusion, partial inclusion, and self-contained classroom). Results suggest that general education teachers think students with LD, EBD, and MR can be successful in a partial inclusive setting. Results also suggest that teachers recognize that success can be defined in different ways and one educational setting may not be optimally beneficial for all types of success.

Advisor

Kaira Hayes

Date of Award

Summer 2008

Document Type

Thesis - campus only access

Rights

© 2008 Brittany Parker

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