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dc.contributor.author Ingerson, Lisa
dc.date.accessioned 2008-04-02T19:33:34Z
dc.date.available 2008-04-02T19:33:34Z
dc.date.issued 2008-04-02T19:33:34Z
dc.identifier.uri http://hdl.handle.net/1951/43015
dc.description.abstract This study gathered information on successful inclusionary practices that have been implemented in the public education settings. The research was designed to examine different strategies and how they succeed in the classroom. The strategies that were studied were collaborative instruction, positive behavioral support, peer tutoring, technology mediated instruction and cooperative learning. The researcher selected the participants from the faculty at Riverview Central School to participate in the study involving a survey, which took approximately twenty minutes to complete. The teachers involved in the study ranged from elementary to middle school, to high school in their areas of expertise and responsibility. The research data shows inclusion is beneficial to all if the necessary supports and training are in place. The inclusion strategies most often used by the participants were cooperative learning and collaborative instruction, with 91% and 74% utilization, respectively. The other strategies, positive behavioral support, technology mediated instruction, and peer tutoring were also utilized, but not as regularly. Implementing inclusion strategies allows teachers the opportunity to work with non-conventional approaches which work with specific students, and influences them to learn alternative teaching styles to meet the needs of all children. Implementing such strategies can alleviate the problems of teaching a child rather than a classroom, and the thought that the average student is missing out on instruction. en_US
dc.language.iso en_US en_US
dc.type Thesis en_US

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