Date Approved

Winter 2002

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

Abstract

Inclusive education is the newest and largest change that the district being examined has had to face in recent years. However, within the six elementary buildings, inclusion is delivered in different ways. The inconsistency amongst the buildings in regards to inclusion was examined to determine if the effects have a positive or negative impact on the district as a whole. An interview/questionnaire was administered to twenty-five samples throughout the district. The interviews determined overwhelmingly that the practices are inconsistent, but whether the effect was positive or negative was debateable. The study also found common successful practices, shared commonalities and concerns that each administrator and teacher faces as they deliver services through an inclusion model.

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