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Dissertations / Theses on the topic 'Inclusion and special education'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Marks, Lori J., and Maureen Conroy. "Inclusion." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3728.

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2

Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13706.

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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the var

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3

Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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4

Olson, Jennifer Marie. "Special education and general education teacher attitudes toward inclusion." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf.

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5

Charley, Carmen Yvette. "General Education and Special Education Teachers' Attitudes Toward Inclusion." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/458.

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Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and

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6

Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.

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<p> Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three

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7

Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

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8

White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.

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9

Holodick, Mark A. "Special education implementing inclusion at Concord High School /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 151 p, 2008. http://proquest.umi.com/pqdweb?did=1601516661&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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10

Binmahfooz, Sarah. "Saudi Special Education Preservice Teachers’ Perspective towards Inclusion." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7746.

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In Saudi Arabia, students with disabilities have historically received education in special and segregated schools. As times progressed, regulations and laws changed the manner in which students with disabilities were served. Regulations order that students with disabilities be educated in the least restrictive environment; however, preservice teachers’ perspectives continue to differ in regard to working with students with disabilities in a general education setting. Research has shown that teachers who portray positive attitudes towards inclusion are more likely to work with students with di

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11

Erten, Ozlem. "Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121193.

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Over the years, increasing numbers of schools have adopted inclusive education policies. Classroom teachers are responsible for providing support for all students including those with disabilities within their classrooms. However, there is a lack of classroom-level empirical evidence on effective inclusive teaching practices and their relationship to growth in student outcomes over the course of time. The main purposes of this study were to 1) examine the relationships between teachers' perceptions of inclusion and their teaching practices including adaptive teaching practices and 2) to explor

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12

Cole, Jeff T. "Equal access| A case study of inclusion." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663875.

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<p> This dissertation investigates the effectiveness of co-taught inclusion classrooms, using a case study design with descriptive and inferential statistics and survey data. The purpose of the study was to investigate whether or not students with mild/moderate disabilities experience greater academic growth from participating in full inclusion co-taught classrooms, than in non-co-taught inclusion classes. Research analysis was based on quantifiable data: summative or benchmark assessments, SRI tests, grades, attendance, discipline records, and survey data. This study focused on seventh- and e

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13

Paz, Emily. "From Inclusion for Some to Inclusion for All| A Case Study of the Inclusion Program at One Catholic Elementary School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591570.

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<p> Catholic schools in the United States have grappled with how to serve students with disabilities without the funding sources available to public schools. This mixed methods case study examines the driving forces, restraining forces, and social justice issues that influenced the development of an inclusion program at one Catholic elementary school. </p><p> The case analyzed is the inclusion program at "St. Ignatius" Elementary School. Fourteen interviews with individuals heavily involved in the program were triangulated with qualitative analyses of the content of artifacts from the i

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14

Hall, Carmen L. "Beyond Physical Inclusion| Teaching Skills in the Community to Enhance Social Inclusion." Thesis, Saybrook University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287778.

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<p> Along with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant disabilities. This study evaluated a 5-week intensive, behavioral, specialized training and skill-building program for transition-age youth and emerging adults with more significant intellectual disabilities in a community college setting that utilized Ap

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15

Arico, Anthony III. "The Effect of Class Size on Inclusion Student Academic Success." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/936.

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The No Child Left Behind Act (NCLB) of 2001 is based on the principle that setting high academic expectations and establishing measurable goals can improve individual outcomes in education. Under NCLB, states are required to develop assessments in basic skills to be given to all students in certain grades if those states are to receive federal funding for schools. The purpose of this study was to determine if reduced inclusion class sizes affect student's scores on the Assessment of Skills and Knowledge (ASK) test administered in one northeastern US state and to solicit teachers' opinions of s

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Paige-Smith, Alice. "Choosing inclusion : the power of parents in special education." Thesis, Open University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385864.

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17

LeMay, Heather N. "Administrator and Teacher Attitudes Toward Inclusion." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3278.

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This study was designed to examine the attitudes of teachers and administrators toward inclusion in the classroom. Specifically this study analyzed grade level, years of teaching experience, and levels of education to examine the manner in which these factors relate to attitudes of teachers and administrators toward inclusion. Participants in this study were located in 3 school districts in East Tennessee. All data were collected through an online survey distributed to prek-12 teachers by way of email from school principals. The analysis of data was based on the responses of 183 teachers and a

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18

Taylor, Teresa Brooks, L. Alexis, Cynthia R. Chambers, and J. E. Jacobs. "Pathways and Perspectives for Inclusion." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3882.

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Coblentz, Chanda Rhodes. "Effective Educational Practices Regarding General Education Teachers and Inclusion of Students With Autism." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3242.

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Owing to the influx of students with autism to the general education classroom, the role of the educator has drastically changed. Limited training and negative perceptions among teachers of students with autism are concerning. A qualitative case study, based on Bandura's theory of self-efficacy as a conceptual framework, was used to gather information based on the preservice training and personal classroom experiences from 7 general education teachers who were purposefully selected based on their licensure in the state of Ohio and experience in teaching students with autism. Research questions

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Marks, Lori J., M. Conroy, and C. Leister. "Inclusion: Addressing the Needs of the Regular Educator." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3578.

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Harkins, Bradford J. "Survey of Educator Attitude Regarding Inclusive Education Within a Southern Arizona School District." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293610.

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Inclusive Education for students with special educational needs is a global phenomenon, a major event of momentous proportions affecting directly and indirectly a significant percentage of the world's population. In response to international and national mandates requiring its implementation, educators everywhere are engaged in the daily task of providing educational services within inclusive general education classroom settings. It is expected that inclusion in the United States will become more prevalent in American classrooms over the next ten years due to progressively more stringent feder

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McPeek, Valerie S. "An Exploration Into Inclusion in Frontier Local Schools." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241460164.

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Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.

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24

Pierce, LaRue A. "High school special needs students attitudes about inclusion." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf.

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Dodge-Quick, Ginger. "Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/856.

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This study involved the inclusion of special needs students in the general education classroom as required by law. The problem centered on general educators' perceptions of their abilities to meet the education needs of included students and their lack of training in special education issues. Research questions studied perceptions general educators had regarding inclusion and whether professional development addressed those concerns, and improved their perception of inclusion. The Concerns Based Adoption Model (CBAM) was the conceptual framework utilized throughout the sequential mixed-methods

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Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

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<p> The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This

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Seabra, Junior Luiz 1960. "Educação física e inclusão educacional : entender para atender = Physical education and educational inclusion : understanding to attend." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275012.

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Orientador: Paulo Ferreira de Araújo<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica<br>Made available in DSpace on 2018-08-21T12:43:30Z (GMT). No. of bitstreams: 1 SeabraJunior_Luiz_D.pdf: 1909866 bytes, checksum: fe6ab6fc90cd7d31005c5a1947371b30 (MD5) Previous issue date: 2012<br>Resumo: A partir dos apontamentos e orientações advindas das organizações internacionais, principalmente ONU e UNESCO, é possível perceber em vários países o crescente desenvolvimento de políticas públicas, mesmo que em tempos e formas diferentes, voltadas para as questões da

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Gryskiewicz, Anna Kirsten. "Teacher Perception of Inclusion| A Daunting Task or Welcome Challenge." Thesis, Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13857863.

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<p> Approximately one-third of school-age children have been identified as students with learning disabilities. As a result, teachers are confronted with the challenge of providing quality instruction to students with diverse learning needs. Challenges and benefits abound in the inclusive classroom. Therefore, the study, considered quantitative, non-experimental, and survey research in nature, explored variables that influence teacher perception and participant-perceived satisfaction of inclusion. The cross-national study consisted of 112 participants hailing from public and private schools in

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Olinger, Becky Lorraine. "Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1179.

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The purpose of this qualitative study was to examine regular education and special education teacher perceptions of inclusion services in an elementary school setting. In this phenomenological study, purposeful sampling techniques and data were used to conduct a study of inclusion in the elementary schools. In-depth one-to-one interviews with 8 participants were conducted using semistructured format. The 2 research questions were focused on perceptions regarding the practice of inclusion in an elementary school setting, the effectiveness of inclusion, the supports that facilitate inclusion pro

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Choli, Hatice. "Digital inclusion : the challenges." Thesis, University of Greenwich, 2010. http://gala.gre.ac.uk/6363/.

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This research investigated attitudes and behaviours of socially excluded individuals as they engage with further learning through digital technologies in individually orientated and free informal learning settings. The study specifically explored the impact of socio-personal attitudinal and behavioural factors that may impede participation. The research was concentrated in a South East London borough and based within a successful joint initiative between a local authority and third sector organisations. This unique partnership, of over 25 centres, provided access to the hardest to reach groups

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Cline, Timeka L. "The influence of concerns-based training on teachers' perceptions of inclusion." Thesis, Cambridge College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102281.

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<p> This case study research examined the perceptions of general and special education teachers towards educating students with disabilities in an inclusion classroom. The Concerns Based Adoption Model (CBAM) aided understanding of teacher participants' stages of concern in the inclusive process and the ways in which participation in training could affect those perceptions. A small district in the southern part of the United States was the focus of this study. Before training, participants took a pre-assessment survey, followed by three training sessions, and a subsequent post-assessment surve

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Newton, Larry Michael. "Georgia's special education directors' roles in the implementation of inclusion." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/larry_m_newton/newton_larry_m_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Charles A. Reavis. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 133-139) and appendices.

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SILVA, DENISE BARRETO DA. "THE GENESIS OF THE CONCEPT OF INCLUSION IN SPECIAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22167@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Este estudo tem como objetivo compreender como se deu a passagem do paradigma da integração ao paradigma da inclusão, assinalando conexões entre as mudanças históricas evidenciadas no período compreendido entre as décadas de 1970 e 1990 com a educação especial. A pesquisa foi desenvolvida a partir de análise documental. Foram analisados documentos nacionais e internacionais que fazem referência aos direitos das pessoas com necessidades educacionais especiais. Além disso, construiu-se um balanço historiado do período da questão e foi mostrad

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Keener, Nancy. "Teacher Perceptions of Inclusion and Students with Autism." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3497.

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Inclusion is considered the least restrictive environment for most students with disabilities. The purpose of this study was to examine teachers’ and administrators’ perceptions of inclusion in general education classrooms for students with autism. This included an examination of how schools determined placement for students with autism, the academic and social influences of placement in the general classroom, perceptions of teachers and administrators about inclusion for students with autism, teaching strategies that worked for students with autism in the general classroom, and the influence

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Putt, Lisa Christine. "Inclusion Teachers' Attitudes and Practices Regarding Literacy Strategies." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3823.

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Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was

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Kottas, Vasileios. "Special Education in Greece: Review." Thesis, Högskolan Dalarna, Religionsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-33801.

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Special education has been a major topic of discussion in all countries of the European Union. Initially, the lack of efforts to establish a system for the protection of the rights of people with disabilities in education received international attention already in the 1980s. The continuation of the efforts was made at the level of the European Union, helping to present the first signs of an institutional national foundation of the rights of the people with special needs. In Greece, society and the legislator proved to be unprepared. Social inclusion and school acceptance of pupils with disabi

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Chambers, Cynthia R. "The Power of Performing Arts—inclusion in the Arts." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3873.

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38

Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.

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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion.

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Myers, Mindy D. Mrs. "Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2266.

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The purpose of this study was to explore regular education teachers’ perceptions of inclusion. The participants of this study were K-12 regular education teachers located in Tennessee’s First region. Specifically, this research explored (1) perceptions of the impact of inclusion on instructional strategies, (2) perceived level of preparedness to effectively teach students with disabilities (3) professional development needs of regular education teachers instructing students with disabilities, and (4) collaborative relationships between regular and special educators. The data sources analyzed c

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Absher, Grace Selarde. "Circumstances and Experiences of Regular and Special Education Teachers in Inclusion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7452.

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Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education t

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Frisk, Carol Ann. "Teacher collaboration : learning from inclusion dyad dialogues /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135903.

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Ivey, Frances Winfrey. "A Study of Virginia Administrators with Responsibility for Division Special Education Services and Knowledge of Special Education School Law." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29744.

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This study investigated the knowledge of special education directors or division designees in school divisions across the Commonwealth of Virginia. One-hundred-twenty-nine Virginia special education directors or division designees were sent an on-line assessment describing 22 hypothetical scenarios representing current legal issues in the area of special education law as prescribed by the Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind (NCLB). The instrument used in this study was adapted from the Power (2007) study with a revision of response choices to

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Pinta, Kristen Janet. "Inclusion strategies for the high school guitar class." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523263.

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<p> As researchers learn more about the human mind, educators adapt their curriculum to accommodate those findings. As these changes take place, school districts are offering different types of classes to help more students find success in their classes. One of the ways that music educators can contribute to these changes is to offer music classes other than the traditional band, choir and orchestra class. By adding a guitar class to the music curriculum, music teachers are opening the doors for more students to be able to learn about music and learn to play an instrument. Particularly, a guit

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Marquardt, Jennifer. "Special education educator's attitudes toward inclusion and its effects on collaboration /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009marquardtj.pdf.

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Fagliari, Solange Santana dos Santos. "A educação especial na perspectiva da educação inclusiva: ajustes e tensões entre a política federal e a municipal." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28092012-135842/.

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A perspectiva da construção de uma educação inclusiva em nossa realidade brasileira acentuou-se a partir dos anos 90, em um contexto desencadeado por reformas significativas que envolveram a educação básica e, mais especificamente, o ensino fundamental, com vistas a responder ao desafio de promover uma educação para todos. Com a democratização do acesso, em meio a essa diversidade de alunos que necessita ser incluída nos sistemas de ensino, encontra-se o público-alvo da educação especial. Se desde o final da década de 1980 o locus prioritário de atendimento desse público tem sido, preferencial

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Patton, Alison. "General Education Teachers' Perceptions About Inclusion of Students with Emotional-Behavioral Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4811.

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Some general education teachers do not have the training, tools, and supports to work with the diverse needs of students with emotional-behavioral disabilities. The purpose of this case study was to develop a deeper understanding of how general education teachers perceive students with emotional-behavioral disabilities to better understand the issues related to effectively work with these students in the classroom. The conceptual framework for this study was Ajzen's theory of planned behavior. Fifteen general education teachers' definitions of an emotional-behavioral disability, perceptions of

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Angle, Jaclyn. "Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142.

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MacCarthy, Nicole P. "Attitudes towards inclusion of general education teachers who have and have not taught in an inclusive classroom." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/803.

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Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teachi

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Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.

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Thesis advisor: Lauri Johnson<br>Understanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of

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Musher, Deborah. "Inclusion and Attitudes of Adolescents in a Camp Setting." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2053.

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Despite increased inclusion of individuals with special needs in educational and leisure settings, people with disabilities continue to experience social isolation. Research indicates that negative attitudes play an important role in contributing to this marginalization. This study examined the impact of an inclusion program at a residential summer camp on the attitudes of its typical participants. Participants in the treatment group (n = 30) experienced contact with peers with disabilities through structured, intentional programming while participants in the control group (n = 77) experienced

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