Date of Award
Thesis (On-Campus Access Only)
Rose Mary Gray
This thesis paper is an in depth study of the Inclusion of children with moderate to severe disabilities in the regular education classroom. I have ventured to closely examine both the positive and negative aspects of this philosophy so as to make some legitimate suggestions as to how to improve it. This study has been conducted primarily in one elementary school in southern Oregon, with a largely white middle class demographic makeup. Through the use of case studies, interviews, surveys and observations, I have gathered information about the current state of Inclusive Education with respect to children with profound disabilities. A thorough examination of the current literature on the subject indicates that while there is a strong push- by many researchers in the field toward more inclusion, there is a growing number of teachers on the front lines of education who are becoming disillusioned. My research has yielded a considerable amount of information on the benefits and concerns with Inclusive Education. From my findings, I have been able to come up with a number of conclusions with considerable implications to The Education System. My overall view of Inclusive Education is that it has pushed teachers to the limits of endurance in many situations, . especially with respect to the Inclusion of children with severe disabilities. The main reason for this has not been a lack of desire to make it work on the part of teachers or administrators, but rather it has been due primarily to budgetary constraints. The inability of school districts to afford the necessary additions of aides for these Inclusive Classrooms is the main factor in teachers having problems handling the extra work load and responsibility. In addition to the need for extra help for the teachers involved, I have come up with a number of suggestions based on my research which could be helpful in making Inclusion successful.
Eagan, James D., "The inclusion of moderate to severely disabled students in the regular elementary education classroom" (1995). College of Education. 358.