Date of Award


Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)



First Advisor

Elizabeth Madson Ankeny

Second Advisor

Jennifer Niedzielski


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.


SC 11.MAE.2014.Tanner.A