Date of Award
2014
Document Type
Open Access Thesis
Degree Name
Master of Arts in Education (MAE)
Department
Education
First Advisor
Elizabeth Madson Ankeny
Second Advisor
Jennifer Niedzielski
Abstract
Those familiar with inclusion understand that legislation including Public Law 94-142,the Education for All Handicapped Children Act of 1975, Individuals with Disabilities Act of 2004 (IDEA), and No Child Left Behind Act of 2001 (NCLB), was put into place to ensure students with disabilities received free and appropriate education. Decades after these laws have been put into place, student access to equitable education is still hotly debated. This qualitative study investigates how inclusion is working in an inclusive, urban public elementary school. The research illustrates current successes and challenges associated with implementing inclusive practices. Using textual analysis of interview transcripts and fieldwork observations, this study provides recommendations (i.e. agreeing on a common vision) for effectively implementing inclusive teaching practices that allow special education students to maximize their potential within the general education classroom.
Identifier
SC 11.MAE.2014.Tanner.A
Recommended Citation
Tanner, Alison, "Why are we still talking about this? Making inclusion work in the general education classroom setting from the perspective of one Minnesota charter school" (2014). Theses and Graduate Projects. 1349.
https://idun.augsburg.edu/etd/1349