The Inclusion Puzzle: A Case Study of Inclusion in a Rural Elementary School

Persistent Link:
http://hdl.handle.net/10150/195959
Title:
The Inclusion Puzzle: A Case Study of Inclusion in a Rural Elementary School
Author:
Arnold, Linda N R
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Inclusion of special education students in general education classrooms has come to general acceptance by educators as one option in the continuum of special education service delivery. Another view of inclusion is the ideal of providing for all the varied individual needs of a diverse population of students: learning needs, physical needs, language needs, and social emotional needs, together, in all school settings. In the study school, special educators took a step toward the ideal of inclusion by providing all special education services in general education classrooms. Looking at the picture of inclusion in the school during the four years of the study, of how the ideas of inclusion were put into practice in the specific setting, is the puzzle of inclusion.In the study, specific instruments were used, including surveys and questionnaires, observations, whole group dialogue groups, a checklist, and individual interviews, for the purpose of gathering information about the setting to promote inclusion philosophy and practice, determining the activities to promote inclusion, and gaining insight into school members' attitudes and beliefs about inclusion in the school. In response to the specific instruments, school members participated in providing data, and the result was a body of in-depth information that could be helpful to others interested in the experiences andperceptions of the practice of inclusion in one rural elementary school.
Type:
text; Electronic Dissertation
Keywords:
inclusion philosophy; inclusion program; rural elementary schools
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Special Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Maker, C June; Erin, Jane

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Inclusion Puzzle: A Case Study of Inclusion in a Rural Elementary Schoolen_US
dc.creatorArnold, Linda N Ren_US
dc.contributor.authorArnold, Linda N Ren_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractInclusion of special education students in general education classrooms has come to general acceptance by educators as one option in the continuum of special education service delivery. Another view of inclusion is the ideal of providing for all the varied individual needs of a diverse population of students: learning needs, physical needs, language needs, and social emotional needs, together, in all school settings. In the study school, special educators took a step toward the ideal of inclusion by providing all special education services in general education classrooms. Looking at the picture of inclusion in the school during the four years of the study, of how the ideas of inclusion were put into practice in the specific setting, is the puzzle of inclusion.In the study, specific instruments were used, including surveys and questionnaires, observations, whole group dialogue groups, a checklist, and individual interviews, for the purpose of gathering information about the setting to promote inclusion philosophy and practice, determining the activities to promote inclusion, and gaining insight into school members' attitudes and beliefs about inclusion in the school. In response to the specific instruments, school members participated in providing data, and the result was a body of in-depth information that could be helpful to others interested in the experiences andperceptions of the practice of inclusion in one rural elementary school.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectinclusion philosophyen_US
dc.subjectinclusion programen_US
dc.subjectrural elementary schoolsen_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMaker, C Juneen_US
dc.contributor.advisorErin, Janeen_US
dc.contributor.committeememberNahmias, Mariaen_US
dc.contributor.committeememberHendricks, J Roberten_US
dc.identifier.proquest10950en_US
dc.identifier.oclc659754865en_US
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