A case study of the implementation of inclusion as an instructional practice in an urban inner city school division impacting on regular and special education
Bailey, Carroll R.
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Many students who in years past would have been previously referred for special education "pull-out" services are now being served in the regular classroom for as much as an entire school day. While this shift in classroom placement is occurring, the school age population has become more diverse, escalating the problems faced by regular education teachers. This situation is further complicated by a population of regular students who are increasingly characterized as "at-risk," "slow learner," "poor achiever, If or "reluctant learners." Historically, schools have operated within an instructional paradigm which allows for two separate systems of public education--general and special education. However, there is growing pressure on school divisions to serve students with disabilities full time in general education classroom
- Doctoral Dissertations