Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Richard Snyder
Committee Member
Claudia Chaille
Committee Member
Barbara Packer
Keywords
achievement gap, administrators, attitudes, disabilities, elementary schools, evaluation, Fairview Elementary School, general education teachers, inclusion, inclusion models, inclusive settings, Jackson Public School, Mississippi Curriculum Test, performance levels, percentile rankings, professional development, Public Law 94-142, special education, special education teachers, staff development, students with disabilities, teacher education, teacher training, training models, understanding and knowledge skills
Abstract
This study sought to develop a model of training that facilitated inclusion using staff development as a primary intervention approach. The study was designed to decrease the achievement gap between students with disabilities and same grade level peers. Solution strategies will develop a model to provide training in inclusion strategies for special education teachers, general education teachers, and administrators.
An evaluation of possible cause data indicated that several significant factors contributed to the difference in the performance levels of students at Fairview Elementary School. Possible causes included: (a) a lack in Jackson Public School educators’ understanding of the extent and ramifications of the Public Law 94-142, (b) teachers display of negative attitudes toward including and teaching students with disabilities, and (c) both general program and special education teachers lacked the knowledge and skills necessary to teach students with disabilities in an inclusive setting.
The results from data collected indicated that 47 (92%) of 51 teachers at Fairview Elementary School believed their skill levels for teaching students with disabilities improved as a result of the Inclusion Staff Development Model. Further, data showed that 46 (90%) of 51 teachers believed their attitudes about teaching students with disabilities changed significantly as a result of the applied dissertation and that the number of students with disabilities included in the general program increased from 15 (20%) of 74 students to 74 (100%) of 74 students. The percentile rankings showed a decreased of at least 5 percentile points at each grade level and that the achievement gap between students with disabilities and same grade peers decreased on the Mississippi Curriculum Test.