Electronic Theses and Dissertations

Identifier

198

Date

2010

Document Type

Thesis

Degree Name

Master of Science

Major

Instr and Curr Leadership

Concentration

Special Education

Committee Chair

Dr. Sandra Cooley-Nichols

Committee Member

Dr. Kay Churchill Reeves

Committee Member

Dr. Angiline Powell

Abstract

Introduction of No Child Left Behind (NCLB) has placed demands on school districts and teachers. Teachers have always been required to improve students’ academic achievement at all costs. To meet the demands of NCLB of improving education achievement for children with disabilities, school districts have introduced inclusive settings in their educational systems, thus, the need for professional development. The participants in this study were special education and a few general education teachers from a West Tennessee School District.All the participants were female. The purpose of this study was to find out if the teachers had gained knowledge on effective inclusive practices during the professional development period and if they were implementing them. The measures used to carry out the research were focus groups and questionnaires. The findings proved the hypothesis that inclusive practices in schools improved students’ academic achievement; however, professional development should be done for all teachers.Keywords: inclusion, co-teaching, special education teacher, general education teacher, general education setting.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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