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Collaboration Between the Special Education Teacher, Paraeducator, and the General Education Teacher to Promote Inclusion for Students with Disabilities

Kline, Elizabeth (2021) Collaboration Between the Special Education Teacher, Paraeducator, and the General Education Teacher to Promote Inclusion for Students with Disabilities. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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One barrier to successful inclusion of students with disabilities in general education is lack of communication between the special educator, paraeducator, and general educator. This problem of practice occurred in a public, suburban school district in a Life Skills and Autistic Support grades three, four, and five classrooms. The school did not have a system of communication in place between the special education teacher, general education teachers, and paraeducators in order to improve inclusion of students with severe disabilities. The main stakeholders were students, the director of student support services, paraeducators, general education teachers, and special education teachers. The goal was for students with disabilities to have rich learning experiences while they are included in their general education classrooms. Quantitative and qualitative measures of professional and student behavior were collected and analyzed to examine the effects of the implemented change. The results demonstrated a correlation between communication between the adults and meeting student needs in the classroom. Data from the study provided evidence that the intervention increased engagement in the inclusive setting, but there is still more work to be done.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Kline, Elizabethebkline613@gmail.comejk56
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairRobertson,
Committee MemberDavis-Skerbetz,
Committee MemberDelale O'Connor, Lori
Committee MemberSrsic,
Date: 7 July 2021
Date Type: Publication
Defense Date: 26 April 2021
Approval Date: 7 July 2021
Submission Date: 16 June 2021
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 94
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Special education, inclusion
Date Deposited: 07 Jul 2021 13:08
Last Modified: 07 Jul 2021 13:08


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