Program
Special Education M.A.
Number of Pages
57
Year Approved
2022
First Advisor
Cavalier, Meghan
Second Reader
Erin Wanat;
Abstract
In the 21st century, many students with disabilities who might have previously received most of their education in a self-contained room or resource room are much more frequently in classrooms with typically developing peers. However, many general educators may be unprepared or unwilling to adapt to an inclusive classroom environment. This literature review looks at how special and general educators can better work together with their administrators to provide effective inclusive classrooms for all students, especially those with disabilities. Examining teacher attitudes toward and awareness of inclusion is a necessary first step and also a major theme in the literature. Collaborative practices such as co-teaching are discussed as well as strategies for continuing education on the topic of inclusion.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Wakefield, E. B. (2022). Increasing the Quality and Quantity of Inclusive Practices in Grades K-12 [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/904