Date of Award
4-28-2005
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Peggy L. Tarpley, Ph.D.
Second Advisor
Ruth Meese, Ph.D.
Third Advisor
Gerry Sokol, Ph.D.
Abstract
The purpose of this study was to examine, through quantitative and qualitative methods of data collection, current special educator and general educator perceptions of inclusion and collaboration as compared to similar perceptions examined in 1995 (Tarpley, 1995). A self-made survey was implemented to explore educator perceptions. Quantitative selective response items were analyzed using a Chi Square procedure. Methods of naturalistic inquiry (Lincoln & Guba, 1985) were used to analyze qualitative open-ended questions. Significant values were noted based on the Chi Square analysis across four demographic areas: (a) current teaching assignment, (b) area of training, (c) number of years teaching experience, and (d) gender. Commonalities among special and general educators were observed based on participant responses to the open-ended questions. Limitations of this research and suggested topics for future research were discussed.
Recommended Citation
Wilkens, Kathryn and Tarpley,, Peggy L. Ph.D., "Current Special Educator and General Educator Perceptions of Inclusion and Collaboration as a Service Delivery Model in a Middle School Educational Setting" (2005). Theses & Honors Papers. 96.
https://digitalcommons.longwood.edu/etd/96
Included in
Disability and Equity in Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Special Education and Teaching Commons
