A Quantitative Causal-Comparative Study on the Effect of Inclusive Classrooms on Performance of Middle School Students without Disabilities

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Autor/in	Waughon, Susan Marie
Titel	A Quantitative Causal-Comparative Study on the Effect of Inclusive Classrooms on Performance of Middle School Students without Disabilities
Quelle	(2021), (94 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6495-3
Schlagwörter	Hochschulschrift; Dissertation; Inclusion; Middle School Students; Academic Achievement; Students with Disabilities; Regular and Special Education Relationship; General Education; Classroom Environment; Grade 6; Grade 7; Grade 8; Mathematics Skills; Reading Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Disability; Disabilities; Studentin; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Klassenklima; Unterrichtsklima; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit
Abstract	The intent of inclusive practices is to support learning for all students, both with and without disabilities, who are to be given the expected benefits from inclusive settings that promote success for them. Yet, there is little known about the effects that this compositional change in education has upon students without disabilities. Little research has considered whether successes for students with disabilities comes at a cost for students without disabilities in inclusive settings. The problem addressed in this study was that students without disabilities, who are taught in inclusive classrooms that include students with disabilities, may be at an academic disadvantage as compared to their peers without disabilities who are not taught in inclusive classrooms. The purpose of this quantitative causal-comparative study was to determine the effect that inclusion of students with disabilities has on the performance of students without disabilities in middle school general education classrooms. This study was based within the theoretical framework from the sociocultural theory of cognitive development, which is a constructivist theory derived from the work of Vygotsky. Given the essential premise of inclusive practices is to create learning environments that foster cognitive development for all students through social contexts, Vygotsky's theory provides a template to understand the learning processes associated with inclusive practices. The participants in this study were middle school students without disabilities in sixth through eighth grades selected from two middle schools within a suburban school district that promotes inclusive practices. The data for this study was the Rasch Unit Score (RIT Score) of the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) for both mathematics skills and reading skills, which was administered to students in the winter of 2020. Analysis of this data indicated that there were non-significant differences in the scores of students placed in inclusion classrooms with students with disabilities compared to students placed in non-inclusion classrooms without students with disabilities. Future research on achievement of students without disabilities placed in inclusion classrooms using a larger and more heterogeneous sample may be helpful in determining the effects that inclusive practices have upon students without disabilities at all levels. [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	2024/1/01