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

PDF

Identifier

DP0028973

Language

English

Release Date

12-15-2024

Access Status

Dissertation

Campus Location

Orlando (Main) Campus

Accessibility Status

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