Abstract
The purpose of this study is to investigate the inclusion methodologies currently in place in Northern New York Elementary schools. Of particular interest to the researcher is the effectiveness, teacher staff reactions, and the effects of inclusion on all students regarding the current approaches to inclusion. With the growing numbers of special education students and a greater push toward inclusion it is important to monitor the way that this teaching model influences all students. This study helped to inform regular education teachers about the positive influence of inclusion for both special education and general education students. Inclusion teachers will also benefit from this increased awareness. Teacher’s knowledge of the profits of inclusion will better enhance the student-learning environment. The following questions will be addressed: How does inclusion benefit the special education students and how does inclusion benefit the regular education student? Also of interest was the effects of inclusion on staff and educators involved in the inclusion process.
The results of this study will be useful for several reasons. The results will give teachers and administrators some feedback in regards to their inclusion structure. Indirectly the study will compare different approaches to inclusion and the overall effectiveness and staff acceptance of said programming. Staff and teachers alike will see the benefits and weigh the drawbacks of their inclusion programming. Through the results of this study, teachers and administrators will be better able to enhance their practices of inclusion to better the learning environment for all children involved.
