Special Education M.A.

Year Approved


First Advisor

Lindell, Mary


Minnesota Rule 8719.5000 requires that special education teachers assess how environmental factors impact students during the evaluation process. Despite evidence explaining how environmental factors impact student achievement and behaviors, there is not a formal tool available to special education teachers that allows them to assess how classroom environment might influence a student. This project provides an extensive literature review examining how classroom ecology (the combined elements of the physical environment and social environment) impact student achievement. The literature review yielded twenty-two best practice indicators that informed the development of the Classroom Ecology Quality Indicator Tool. This tool will allow special education teachers and administrators to ensure evaluations are conducted with fidelity according to Minnesota law. The Classroom Ecology Quality Indicator Tool represents the first step in the researcher’s effort to create a research-based, standardized method of evaluating classroom ecology.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis