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FINDING THE DOMINANT CHARACTERISTICS THAT CONTRIBUTE TO EFFECTIVELY IMPLEMENTING BEST PRACTICES IN PRIMARY INCLUSION CLASSROOMS USING THE INCLUSIVE CLASSROOM PROFILE (ICP)

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Date Issued:
2012
Abstract/Description:
In 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six inclusive classrooms (three partial and three full) from a large metropolitan school district in Florida. The classrooms' best practices were assessed using the Inclusive Classroom Profile (ICP). The ICP is a 7-point rating scale conducted through an observation procedure that is designed to assess the quality of daily classroom practices of children with disabilities (Soukakou, 2007). Teacher characteristics, student characteristics, and classroom characteristics were gathered from all classrooms and analyzed through correlation tests with the ICP scores. Although statistical results did not demonstrate statistically significant data in regards to the strength of relationships between these characteristics and ICP scores, the direction of the relationship on the following characteristics: related experience, severity of disabilities, and level of support, revealed a possible impact on ICP scores.
Title: FINDING THE DOMINANT CHARACTERISTICS THAT CONTRIBUTE TO EFFECTIVELY IMPLEMENTING BEST PRACTICES IN PRIMARY INCLUSION CLASSROOMS USING THE INCLUSIVE CLASSROOM PROFILE (ICP).
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Name(s): Romero, Marilyn, Author
Reyes-Macpherson, Maria, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: In 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six inclusive classrooms (three partial and three full) from a large metropolitan school district in Florida. The classrooms' best practices were assessed using the Inclusive Classroom Profile (ICP). The ICP is a 7-point rating scale conducted through an observation procedure that is designed to assess the quality of daily classroom practices of children with disabilities (Soukakou, 2007). Teacher characteristics, student characteristics, and classroom characteristics were gathered from all classrooms and analyzed through correlation tests with the ICP scores. Although statistical results did not demonstrate statistically significant data in regards to the strength of relationships between these characteristics and ICP scores, the direction of the relationship on the following characteristics: related experience, severity of disabilities, and level of support, revealed a possible impact on ICP scores.
Identifier: CFH0004181 (IID), ucf:44848 (fedora)
Note(s): 2012-05-01
B.S.
Education, Dept. of Child, Family and Community Sciences
Bachelors
This record was generated from author submitted information.
Subject(s): inclusion
quality of inclusion
Inclusive Classroom Profile
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004181
Restrictions on Access: public
Host Institution: UCF

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