Date Approved

Fall 1997

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

First Advisor

Joseph Fisher

Abstract

Increasingly, students with disabilities are being placed in general education classroom; defined as inclusion, to be educated with students without disabilities. Proponents such as parents, professionals, economists, researchers, and the general public are recommending a change in the continuum of services and a move toward a more integrated setting. Supporters proclaim: (a) special education is discriminating because it segregates students, (b) combining special education with general education will decrease the ever expanding budget, and (c) the American educational system is lacking and a “higher quality” education is essential. But, current research is not proving inclusion is a positive move forward as seen in the literature review. Students with disabilities are not demonstrating significant improvements academically. The study included an administrator, a special education teacher, ten general education teachers, and a paraprofessional involved in inclusive programming and the training those individuals received in preparation of the implementation of inclusion. Nevertheless, only half of the participants received training and of those that received training it was very minimal, to say the least.

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