A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
INCLUSION, ITS FEASIBILITY: A CASE STUDY AT AN ELEMENTARY SCHOOL
Barbara Springman Pirie, Ed. D.
February 1996

RETURN
edited 01/20/01

 


ABSTRACT

Inclusion refers to an educational environment where both disabled and nondisabled children receive instruction in their neighborhood school in the regular education environment with- their same age peer group. The practice of inclusion has been court mandated. Yet, in spite oil' this court mandated reform, sufficient resources and opportunities for training have not been provided. The idea has resulted in a division of opinions from professionals in regular and special education.

The purpose of this study was to observe the classroom prccesses in elementary settings to determine the current practices, potential barriers, and the feasibilit-i of implementing inclusive education at the elementary level. The focus of this research sought to answer the following questions: (1) Which of the disabled students are candidates for inclusive education? (2) How does one articulate special education services with regular education instruction? and (3) How does one supervise and coordinate the services delivered?

The researcher undertook detailed exploration of the practices utilized to implement inclusive education at the elementary level. The instrument used in this study was The I Instructional EnvJronment Svstem-II (TIES-II). This instrument consisted of rating scales, checklists, and openended interview forms. A Home Support for Learning Component was included, as well. TIES-II provided information, evidence, and perspectives that bore upon frequently asked questions regarding inclusion from teachers and parents of regular and special education students. Observations were used to organize students' instructional needs.

A number of educational practices have emerged that endorse the inclusion philosophy and provide opportunities for a diverse group of learners. Certain practices, however, such as cull-out support and pull-out instruction for mildiv and moderately disabled students in combination with in-class suDcort and instruction continue to be supported as a desi-rable option by educators and parents.

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