Abstract

In 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six inclusive classrooms (three partial and three full) from a large metropolitan school district in Florida. The classrooms' best practices were assessed using the Inclusive Classroom Profile (ICP). The ICP is a 7-point rating scale conducted through an observation procedure that is designed to assess the quality of daily classroom practices of children with disabilities (Soukakou, 2007). Teacher characteristics, student characteristics, and classroom characteristics were gathered from all classrooms and analyzed through correlation tests with the ICP scores. Although statistical results did not demonstrate statistically significant data in regards to the strength of relationships between these characteristics and ICP scores, the direction of the relationship on the following characteristics: related experience, severity of disabilities, and level of support, revealed a possible impact on ICP scores.

Notes

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Thesis Completion

2012

Semester

Spring

Advisor

Reyes-Macpherson, Maria

Degree

Bachelor of Arts (B.A.)

College

College of Arts and Humanities

Degree Program

Political Science

Subjects

Dissertations, Academic -- Education;Education -- Dissertations, Academic

Format

PDF

Identifier

CFH0004181

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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