Teacher and Students' Perceptions of a Modified Inclusion Classroom Environment

Elizabeth Kirby Fullerton, Caroline Guardino

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to examine how modifying the inclusion classroom impacts teacher and students’ perceptions of their learning environment. Prior to intervention the teacher was interviewed providing information about her preferred modifications. Following the intervention the teacher completed a rating scale and a post interview. The students completed a classroom environment student survey (CESS), to assess their perceptions of the classroom before, during, and after modifications were made. Twenty fourth grade students, as well as their teacher participated in the study. Implications for practitioners and researchers are discussed.

Original languageAmerican English
JournalElectronic Journal for Inclusive Education
Volume2
Issue number5
StatePublished - Jan 1 2010

Keywords

  • Electronic Journal for Inclusive Education
  • Wright State University College of Education and Human Services
  • Education

Disciplines

  • Curriculum and Instruction
  • Curriculum and Social Inquiry
  • Disability and Equity in Education
  • Education
  • Special Education Administration
  • Special Education and Teaching

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