Date of Award
Master of Science
Instr and Curr Leadership
Dr. Sandra Cooley-Nichols
Dr. Kay Churchill Reeves
Dr. Angiline Powell
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.
dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Mackonya, Millicent Achieng', "Effect of Professional Development on Inclusive Practices in a West Tennessee School District" (2010). Electronic Theses and Dissertations. 148.