Date of Conferral

2015

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kendra Jiles

Abstract

A special education population failed to meet the state target in English. This occurrence drove educational leaders to review their program options to address the problem. Their decision to offer a partial inclusion English program setting is important because it supports using data to provide students a Free and Appropriate Education (FAPE) in the Least Restrictive Environment (LRE). The purpose of this study was to examine if the new setting was supported by an increase in student academic achievement scores. The theoretical framework included the social relationship model by Reindal and Gürgür and Uzuner's successful inclusion practices theory. The guiding research question addressed the influence of a self-contained setting for English, replacing the general education class offered for special education students on California Modified Assessment (CMA) English scores. A comparative quantitative pre- and posttest design study was conducted using a before-and-after sequence of events (partial-inclusion implementation) and included a sample size of 8 participants. A Friedman Test was followed up with the Wilcoxon Signed Ranks Test to complete the data analysis. Findings showed noteworthy differences between 2 or more of the mean scores, and scores in 2013 were higher than scores in 2012. The resulting project is a training session on the implemented intervention Read Naturally, which was supported in the data analysis. Recommendations include providing technical support and time management strategies for staff. Implications for positive social change support provision of settings and supportive reading strategies to meet the needs of individual special education students. This support will ensure students' placement into the least restrictive environment.

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