Title page for ETD etd-090899-172654


Type of Document Dissertation
Author Bookhart, Portia Yvonne
Author's Email Address pbookhar@vt.edu
URN etd-090899-172654
Title Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff
Degree Doctor of Education
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Dr. Marilyn Lichtman Committee Co-Chair
Dr. Thomas Gatewood Committee Co-Chair
Dr. Harold McGrady Committee Member
Dr. John Burton Committee Member
Dr. Leroy Woods Committee Member
Keywords
  • teacher
  • inclusive
  • learning disabled
Date of Defense 1999-06-06
Availability unrestricted
Abstract
The tension between exclusion and inclusion has

been a shaping force in U.S. society and education

Public schools, in particular, have experienced

stages of incorporating a larger number of

children with disabilities into classrooms. In the

United States, until approximately 1800, the great

majority of students considered to be learners

with disabilities were not deemed worthy of formal

education, even though they were perceived as

brothers and sisters who were part of the

community (Hawes, 1991; Rothman, 1971).

The purpose of this study was to explore the

perceptions of an urban inclusive program by

secondary learning disabled students, their

teachers, and support staff. Questions that were

answered were: 1) What are the similarities and

differences of perceptions between a regular

education classroom and a special education

classroom? 2) What are the intrapersonal and

interpersonal skills of students who have been

diagnosed as learning disabled? 3) What are the

perceptions of learning disabled students in

regard to family life? The method that was

utilized was a case study design.

The findings of this study indicate that in spite

of the students being included in regular

education classes, they (students) preferred

being in special education. The teachers liked the

inclusion program, but felt that it lacked the

resources necessary to make the program

successful.

It can be concluded that inclusion is a worthwhile

program; however, the needs of the special

education students could not be totally met.

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