Teacher and Students' Perceptions of a Modified Inclusion Classroom Environment

Elizabeth Kirby Fullerton; Caroline Guardino

Teacher and Students' Perceptions of a Modified Inclusion Classroom Environment

Elizabeth Kirby Fullerton
, Caroline Guardino

Research output: Contribution to journal › Article › peer-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 language	American English
Journal	Electronic Journal for Inclusive Education
Volume	2
Issue number	5
State	Published - Jan 1 2010

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

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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Teacher and Students Perceptions of a Modified Inclusion ClassroFinal published version, 285 KBLicense: Unspecified

Cite this

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AB - 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.

KW - Electronic Journal for Inclusive Education

KW - Wright State University College of Education and Human Services

KW - Education

UR - https://corescholar.libraries.wright.edu/ejie/vol2/iss5/6

M3 - Article

SN - 1545-0473

VL - 2

JO - Electronic Journal for Inclusive Education

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ER -

Teacher and Students' Perceptions of a Modified Inclusion Classroom Environment

Abstract

UN SDGs

Keywords

Disciplines

Access to Document

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