Keywords
Special Education, Middle School, Social Emotional Learning, ESE, Attendance, FAST
Abstract
This study explored the effects of inclusive middle school classrooms on the academic performance, attendance, and social-emotional development of students with disabilities. Using a quantitative, comparative, and correlational design, the research investigated how inclusion influences these outcomes. The study examined data from 1,198 students, including both exceptional student education (ESE) and non-ESE participants, and gathered teacher perceptions to assess the impact of inclusion on social-emotional learning (SEL). Key metrics analyzed included Florida Assessment of Student Thinking (FAST) scores for mathematics and English Language Arts (ELA), attendance rates, and teacher survey responses regarding students' SEL competencies, such as resilience, teamwork, and empathy. The results indicated that while ESE students perform lower than their non-ESE counterparts in FAST assessments, there were no significant differences in attendance. Teachers' perceptions of social-emotional development were generally positive; however, some variability suggested differences in teaching approaches. Recommendations included targeted academic interventions for ESE students and professional development for educators to enhance inclusive practices, particularly in promoting SEL. The findings underscored the importance of inclusive education across both academic and non-academic dimensions, providing valuable insights for improving educational policies and practices to ensure equitable outcomes for students with disabilities.
Completion Date
2924
Semester
Fall
Committee Chair
Walker, Larry
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership
Degree Program
Educational Leadership
Format
Identifier
DP0028973
Language
English
Release Date
12-15-2024
Access Status
Dissertation
Campus Location
Orlando (Main) Campus
STARS Citation
Bonilla, Katherine, "Exploring the Influence of Inclusive Middle School Classrooms on Resilience, Character Education, and Life Skills Development in Students with Disabilities" (2924). Graduate Thesis and Dissertation post-2024. 12.
https://stars.library.ucf.edu/etd2024/12
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