Date of Award

1-1-2010

Document Type

Thesis

Superseded Degree Name

Master of Arts in Education (Special Education)

Colleges & School

College Of Education And Leadership

First Advisor

Sister Gabrielle Kowalski, O.S.F.

Library of Congress Subject Heading

Cognition disorders; Inclusive education

Abstract

Schools that support self-contained classes for students with moderate to severe cognitive disabilities and schools that support inclusive classroom settings continue to assert that their classroom settings are more beneficial. The purpose of this study was to determine which learning environment: self-contained or inclusive, was perceived to allow students with moderate to severe cognitive disabilities to achieve the most success. The research examined which classroom setting was perceived to be more beneficial to former high school students with moderate to severe cognitive disabilities based on student and parental surveys. Participants included two former students; one who experienced inclusive classes and one who experienced a self-contained class, their parents and one additional parent.

Rights

On-Campus Access

OCLC Number

712805256

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