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A Qualitatative Investigation of the Educational Experiences of Two Studentswith Significant Disabilities Across their School Careers
Bock, Steve A.
Bock, Steve A.
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Abstract
This qualitative study was directed to an inquiry into the educational experiences of two students with significant disabilities in relation to their opportunities for inclusive education and access to the general education curriculum in an urban community in the Midwest. The researcher served as the principal of the inclusive elementary school attended by both students and thus was knowledgeable about their elementary school experiences and about the school district. Semi-structured open-ended interviews were conducted with both students' parents and with school personnel and peers who were knowledgeable about their school experiences. Documents such as their individual education plans were reviewed. Data were analyzed using a constant comparative method and procedures to ensure the trustworthiness of the study were employed. Both students had successful inclusive preschool and elementary school experiences, but both encountered difficulties and less access to inclusive general education classrooms during their secondary school experiences. Key factors that influenced these students' access to inclusive experiences and to the general education curriculum included: (a) the degree to which they experienced success in inclusive classrooms in the school level prior to the next school level, (b) their parents overall goals for their school experience and view of their disability, and (c) the personnel development provided to school personnel and their understanding of inclusive education as well as the implementation of collaborative team planning for inclusive educational instruction.
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Date
2008-01-01
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University of Kansas
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This item contains archived web content.
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Bock_ku_0099D_10119_DATA_1.pdf
Adobe PDF, 399.25 KB
- Embargoed until 2158-05-31
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Keywords
Education, Special, Access, Case study, General Curriculum, Inclusion