Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Roberta Silfen
Committee Member
Maryellen Maher
Keywords
collaborative teaching, disabled students, full inclusion, grade level, inclusion practices, inclusion teachers, Language Arts, mainstreaming, reading achievement, reading comprehension, reading skills, special education, staff development, team teaching, writing achievement, writing comprehension, writing skills, workshops
Abstract
This applied dissertation was designed in an effort to increase reading and writing achievement of disabled students in Language Arts classes. The goals were to help inclusion teachers collaborate and share in the responsibilities of planning, instructing, evaluating, and monitoring of all disabled students in their classes.
The writer developed a team-teaching model for two inclusion Language Arts teachers who would assist disabled students in passing Language Arts classes, achieve a passing score on the Reading and Writing Comprehension Test, and increase their reading and writing skills to grade level.
Upon completion of this applied dissertation, teachers who attended four staff development workshops were able to have a better understanding of special education inclusion practices.