Measuring the implementation of inclusive strategies in secondary classrooms using an observation rubric

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dc.contributor.authorKeeley, Randa G.
dc.contributor.authorAlvarado-Alcantar, Rebecca
dc.contributor.authorPeterson-Ahmad, Maria
dc.date.accessioned2024-07-10T14:31:12Z
dc.date.available2024-07-10T14:31:12Z
dc.date.issued2023
dc.description.abstractThe inclusion classroom is a form of mainstreaming in which students with disabilities (SWD) are integrated into the general education classroom and other school activities. The U.S. Department of Education National Center for Education Statistics (2019-2020) reported that approximately 64% of SWDs are placed in the general education, inclusion classroom for 80- 100% of the school day. This article outlines the process researchers used to collect data using the Assessment of the Inclusion of Students with Special Educational Needs and Disabilities (AISSEND) rubric when observing inclusion classrooms. The observation rubric was designed to monitor for instructional strategies provided to students in an inclusive classroom setting. The researchers collected reliability data during the project and found that the rubric is reliable and feasible to use in a classroom setting. Additionally, researchers found that inclusion classrooms, regardless of the number of teachers present, typically used the same amount of strategies.
dc.identifier.citationThis is the published version of an article that is available at https://issuu.com/hofstra/docs/special-education-research-policy-practice-2023?fr=sOTczYjYzMzE0OTQ. Recommended citation: Keeley, R.G., Peterson-Ahmad, M. & Yeatts, P. (2023) Measuring the implementation of inclusive strategies in secondary classrooms using an observation rubric. Special Education Research Policy and Practice Journal. 2023(7). This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.
dc.identifier.urihttps://hdl.handle.net/11274/16403
dc.identifier.urihttps://issuu.com/hofstra/docs/special-education-research-policy-practice-2023?fr=sOTczYjYzMzE0OTQ
dc.language.isoen_US
dc.publisherHofstra University
dc.subjectInclusive classroom setting
dc.subjectStudents with disabilities
dc.subjectGeneral education integration
dc.titleMeasuring the implementation of inclusive strategies in secondary classrooms using an observation rubric
dc.typeArticle

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