Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Karen Kamin
Committee Member
Judith Stein
Committee Member
Barbara Packer
Keywords
academic referrals, attitude change, data analysis, discipline referrals, electronic library, exceptional education, exceptional students, inclusion classrooms, inclusion model, inclusionary program, internet, K-8 Center, lesson plans, M. A. Milam Kindergarten through Eighth Grade Center, Miami-Dade County Public Schools, non-disabled peers, parent logs, parent training, resource model, school performance excellence plan, school-wide goals, staff development, student staffing procedures, student behavior, student discipline, teacher training
Abstract
The purpose of this study was to investigate the reasons why exceptional students at M. A. Milam Kindergarten through eighth grade (K-8) Center served in the resource model (i.e., pull-out) classroom received double the number of discipline (i.e., poor behavior) and academic (i.e., poor academic) referrals when compared to those served in the inclusion model. The study also investigated the time exceptional students spent with regular students during the school day. The Miami-Dade County Public Schools (M-DCPS) Office of Exceptional Student for 2000-2001 indicated that improvement was needed.
The goal of this proposal was to develop an effective inclusionary program that included as its main objectives, the reduction of the number of discipline and academic referrals issued to exceptional students in the resource model classroom and increase the time these students spent with non-disabled peers. Objective 1 focused on staff development and parent training. Objective 2 focused on changing the procedures for staffing the students and Objective 3 focused on the importance of expanding the School Performance Excellence Plan (SPEP) for 2002-03 to include an objective dealing exclusively with inclusion.
Research indicated that staff development, parent training, and a school wide attitude change and goals towards exceptional education students were a prerequisite for the success of this program. Such goals the research suggested to become part of the SPEP.
An analysis of the data revealed a reduction of academic and discipline referrals in the inclusion classrooms as compared to the resource program 2002-03. Lesson plans and parent logs showed greater involvement. Providing staff development, parent training and creating school wide goals became primary factors that influenced the success of this study.