Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Robert Ostrove

Committee Member

Jennifer Reeves

Committee Member

Kimberly Durham

Keywords

program evaluation, students with disabilities, inclusion, academic accommodations (disabilities), professional development

Abstract

This applied dissertation was designed to provide a program evaluation of a southwest Florida high school’s exceptional student education (ESE) inclusion program. This evaluation utilized both qualitative and quantitative design methods. Students’ grades and test scores were used for the quantitative design section. The qualitative section included interviews with both the general education and ESE teachers. The results of the interviews showed deficiencies in the areas of use and knowledge of technology and a lack of professional development opportunities for the co-teachers. The results of the quantitative analysis showed a significant difference among the mean mathematics grades between students in the ESE program and students in the general education program but no significant difference between the two groups on the statewide assessments in mathematics and English-language arts. There was a significant difference between the two groups of students in the inclusion classrooms on the statewide assessment of student thinking.

The researcher’s recommendation regarding student ratios in the classroom was to follow the 70-30 rule, which states that 70% of the students should belong to the general education program and 30% of the students should belong in ESE; this was also a law in Illinois. The researcher also recommended that one planning period per week be dedicated to collaboration between the general education teacher and the ESE teacher. Additionally, the researcher recommended that all ESE and general education teachers receive training at least twice per year on technologies that assist students with disabilities, as there was a lack of knowledge of the latest technologies and software programs available, particularly by the general education teachers. Another important component derived from this evaluation was that the team-teaching instructional model needed to be utilized as often as possible.

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