A Study of the Social and Emotional Growth and Development of Students with Disabilities in an Inclusive Setting in an Inner-City Middle School

Autor/in	Lemmons, Heather Rachelle
Titel	A Study of the Social and Emotional Growth and Development of Students with Disabilities in an Inclusive Setting in an Inner-City Middle School
Quelle	(2015), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gardner-Webb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-1530-4
Schlagwörter	Hochschulschrift; Dissertation; Social Development; Emotional Development; Middle School Students; Disabilities; Inclusion; Urban Schools; Middle Schools; Mixed Methods Research; Grade 8; Content Analysis; Suspension; Student Surveys; Interviews; Student Behavior; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Entwicklung; Gefühlsbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Handicap; Behinderung; Inklusion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 08; 8. Schuljahr; Schuljahr 08; Inhaltsanalyse; Ausschluss; Schulausschluss; Schülerbefragung; Interviewing; Interviewtechnik; Student behaviour; Schülerverhalten
Abstract	The purpose of this retrospective, explanatory sequential mixed-methods study was to determine the impact of an inclusive educational setting on the behavioral, social, and emotional growth and development of students with various disabilities. Many aspects of a student's educational experiences can be affected by a proper placement in an inclusive setting with non-disabled peers including discipline rates and referrals, need for behavioral goals and plans, and perceptions concerning personal social growth and development. The setting for this research study was an inner-city middle school serving Grades 7 and 8 in western North Carolina. Eighth-grade middle school students identified as students with disabilities who were currently being educated in the inclusive, regular setting but had previously been educated during intermediate school in a separate or resource setting excluded from their non-disabled peers created the cohort. The methodology used in this research study included a complete document analysis comparing the rates of disciplinary infractions resulting in out-of-class or school suspensions from 2012-2015. Also, the SEARS-A survey and student interviews were administered to gain personal perspectives from the cohort members. When reviewing the results, the research indicated a reduction in the number of office referrals of students with disabilities in the inclusive setting when compared to the separate setting as well as positive student perceptions relating to being instructed in the inclusive classroom with regard to advancing their social growth and development skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01