[-] Show simple item record

dc.contributor.advisorWatkins, Pauleng
dc.contributor.authorKesler, Kimberlyeng
dc.date.issued2019eng
dc.date.submitted2019 Springeng
dc.description.abstractThe focus of this case study involves inclusion of students with disabilities in the general education classroom. The emphasis is on 7th -12th grade general education teachers and administrators' perspectives regarding inclusion. Laws, such as Individuals with Disabilities Education Act and Every Student Succeeds Act, ensure all students receive an appropriate education. Inclusion would provide instruction for students with disabilities in the general education environment to the maximum extent possible. This appropriate education must be received in the least restrictive environment. Students with disabilities should receive appropriate accommodations and modifications in the general education classroom in order to be successful. The IEP team, which consists of general education teachers, special education teachers, administrators and parents, determine the appropriate placement for individual students.This case study is centered around Social Justice Theory. Under Social Justice Theory all students have equal access to instruction and resources in the learning environment. Students are supported and held to high expectations. Leaders should create a learning environment in which all students can be successful.This case study focuses on teachers and administrators of grades 7th to 12th. The researcher chose these grade levels because there seems to be difficulty implementing accommodations and modifications for students with disabilities in these grades in the school district under study. This difficulty could be due to the short amount of time teachers have students. Each class period is 50 minutes long. Students begin receiving credits for graduation in the 9th grade. How assignments are modified may affect the content learn by students. The amount of time students with disabilities take to learn content and the actual content they are learning may be why general education teachers struggle with inclusion of students with disabilities in the classroom.The elementary principal was included in this case study because this position is part of the district administration team. The district administration team is the decision-making body for the school district. The researcher included the elementary principal for this reason.eng
dc.identifier.urihttps://hdl.handle.net/10355/69955
dc.titlePerspectives on inclusion in the general education classroomeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadershipeng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.nameEdDeng


Files in this item

[PDF]

This item appears in the following Collection(s)

[-] Show simple item record