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Program Evaluation of a Special Education Inclusive Model: The Learning Center

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Bibliographic Details
Title: Program Evaluation of a Special Education Inclusive Model: The Learning Center
Language: English
Authors: Rosa Soria
Source: ProQuest LLC. 2021Ed.D. Dissertation, San Diego State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 133
Publication Date: 2021
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Descriptors: Special Education, Special Education Teachers, Students with Disabilities, Special Programs, Program Evaluation, Inclusion, Regular and Special Education Relationship, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Student Attitudes, Team Teaching, Teacher Collaboration, Electronic Learning, Distance Education, Student Welfare, Social Emotional Learning
ISBN: 979-85-442-8229-7
Abstract: The purpose of this program evaluation was to examine the academic and social emotional effects of general and special education students participating in an inclusive general educational program, the Learning Center (LC) model. This study also examined general education and special education teachers' perceptions on effective co-teaching practices within the inclusive classroom. A total of three general education teachers, one special education teacher, 157 general education students, and 11 special education students participated in this study. The study focused on the following three program evaluation questions: (a) What are general and special education student perceptions of their academic abilities within a LC model in an elementary school setting? (b) What are the general and special education teachers' perceptions about how to be effective co-teachers in an elementary school setting where the Learning Center model is implemented? (c) How does the experience of inclusion affect general and special education students' social-emotional well-being? Due to COVID-19 school closures, this program evaluation was conducted during distance learning; participants were engaged in 100% virtual learning. Findings indicated both general and special education students perceived themselves capable of achieving academic success within the inclusive LC model. However, students struggled with feelings of acceptance while participating in the virtual general education inclusive classroom. Findings also indicated the acceptance of inclusive educational programs among general and special education teachers and identified that teachers perceived themselves as well equipped in supporting students in the inclusive general education setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28722230
Accession Number: ED669307
Database: ERIC
Description
Abstract:The purpose of this program evaluation was to examine the academic and social emotional effects of general and special education students participating in an inclusive general educational program, the Learning Center (LC) model. This study also examined general education and special education teachers' perceptions on effective co-teaching practices within the inclusive classroom. A total of three general education teachers, one special education teacher, 157 general education students, and 11 special education students participated in this study. The study focused on the following three program evaluation questions: (a) What are general and special education student perceptions of their academic abilities within a LC model in an elementary school setting? (b) What are the general and special education teachers' perceptions about how to be effective co-teachers in an elementary school setting where the Learning Center model is implemented? (c) How does the experience of inclusion affect general and special education students' social-emotional well-being? Due to COVID-19 school closures, this program evaluation was conducted during distance learning; participants were engaged in 100% virtual learning. Findings indicated both general and special education students perceived themselves capable of achieving academic success within the inclusive LC model. However, students struggled with feelings of acceptance while participating in the virtual general education inclusive classroom. Findings also indicated the acceptance of inclusive educational programs among general and special education teachers and identified that teachers perceived themselves as well equipped in supporting students in the inclusive general education setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-85-442-8229-7