"A Team-Based Junior High Inclusion Program: Parent Perceptions and Fee" by Tina M. Taylor, Gordon S. Gibb et al.
 

A Team-Based Junior High Inclusion Program: Parent Perceptions and Feedback

Keywords

students with learning disabilities, Inclusion

Abstract

Parent perceptions and attitudes regarding the inclusion of students with mild to moderate disabilities into general classrooms have been mixed. In this qualitative study, the parents of 17 students with learning disabilities and 1 student with behavior disorders were interviewed following the first year of a junior high inclusion pilot program based on teacher and student collaborative teams. Twelve response categories are identified. Parents recognized personal attention for students and positive attributes of teachers as strengths of the program and increased student self-esteem as a positive outcome. The results indicate that the majority of the parents were supportive of the program and wanted it to continue.

Original Publication Citation

Gibb, G. S., Young, J. R., Allred, K. W., Dyches, T. T., Egan, M. W., & Ingram, C. F. (1997). A team-based junior high inclusion program: Parent perceptions and feedback. Remedial and Special Education, 18(4), 243-249, 256. https://doi.org/10.1177/074193259701800406

Document Type

Peer-Reviewed Article

Publication Date

1997

Publisher

Sage Publications

Language

English

College

David O. McKay School of Education

Department

Counseling Psychology and Special Education

University Standing at Time of Publication

Assistant Professor

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