Date of Award

5-15-2004

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

As the number of students with disabilities in our classroom today grows, it is important to make sure we, as educators, do as much as possible to accommodate our students. Therefore, my research question is: Can fourth grade students with identified disabilities obtain the same level of academic achievement in the general education classroom with consultant services as compared to a pull-out program in the resource room? In order to answer this question, I reviewed literature, and obtained data through an observation checklist. The observational checklist was based on five specific academic behaviors shown in the general education classroom as compared to the resource room. By looking at the literature and checklists, I was able to gain a better insight into the Least Restrictive Environment (LRE) and its academic benefits for students with disabilities. Results suggest that the sample of students studied is more academically successful in the resource room, pull-out program. However, more research needs to be conducted on what how teaching styles and attitudes can effect the students' success in each placement.

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