Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Does Inclusion Work? Teacher Verification of Proof of Impact

Sherwin D. Holmes, MS, Joyce W. Barclay, Ed.S., Bonnie Dupuis, MA, Valerie K. Lewis, MPA, Morgan Platt, Steven H. Shaha, PhD, DBA
  • Sherwin D. Holmes, MS (Author) Director, Exceptional Student Education Polk County Public Schools image/svg+xml
  • Joyce W. Barclay, Ed.S. (Author) FIN Facilitator Polk County Public Schools image/svg+xml
  • Bonnie Dupuis, MA (Author) Facilitator for Inclusive Practices Polk County Public Schools image/svg+xml
  • Valerie K. Lewis, MPA (Author) President and CEO, PGI Sandy, UT
  • Morgan Platt (Author) Assessment & Evaluation Polk County Public Schools
  • Steven H. Shaha, PhD, DBA (Author) Director, Research & Evaluation, PGI
DOI
https://doi.org/10.64546/jaasep.15
Abstract
Despite laws, research and public pressures, many educators remain unconverted regarding the beneficial impacts Inclusion can have. This research presents data from the teachers’ perspective that further validates the favorable impacts of Inclusion for students with disabilities. Furthermore, the studies provide significant data regarding the beneficial academic and attitudinal impacts for the general education classmates, substantiation generally missing within the literature. Finally, a correlation between the level of implementation and the favorability of teacher attitudes, indicating that educator perceptions of Inclusion effectiveness improve as their experience with it increases.
References

Barclay, J., Holmes, S., Elmore, D., Dupuis, B., Lewis, V. & Shaha, S.H. (2006). Closing the Gap: Inclusion for maximizing the impact of exceptional student education programs. International Conference on Education: Proceedings. Honolulu. 4, 229.

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Rice, D. & Zigmond, N. (2000). Co-teaching in secondary schools: Teachers reports of developments in Australian and American classrooms. Learning Disabilities Research and Practice. 15(4), 190-197. DOI: https://doi.org/10.1207/SLDRP1504_3

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Semmel, M.I., Abernathy, T.V., Butera, G. & Lesar, S. (1991). Teacher perceptions of the regular education initiative. Exceptional Children. 58, 9-23. DOI: https://doi.org/10.1177/001440299105800102

Smith, T.E.C., Polloway, E.A., Patton, J.R. & Dowdy, C.A. (1995) Teaching Students with Special Needs in Inclusive Settings. Needham Heights, MA: Allyn & Bacon.

Snyder, R.F. (1999). Inclusion: A qualitative study of inservice general education teachers’ attitudes and concerns. Education. 120(1), 173-180.

U.S. Department of Education (2000). 22nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, D.C.: U.S. Dept of Education.

Walther-Thomas, C.S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities. 30, 395-407. DOI: https://doi.org/10.1177/002221949703000406

There are 14 references in total.
How to Cite
Holmes, S. D., Barclay, J. W., Dupuis, B., Lewis, V. K., Platt, M., & Shaha, S. H. (2006). Does Inclusion Work? Teacher Verification of Proof of Impact. Journal of the American Academy of Special Education Professionals, 1(3), 35-49. https://doi.org/10.64546/jaasep.15

Fall 2006

Article Information

  • Article Type Articles
  • Submitted May 16, 2006
  • Published June 15, 2006
  • Issue Fall 2006
  • Section Articles
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