DOI

10.17077/etd.z77yuipo

Document Type

Dissertation

Date of Degree

Spring 2012

Degree Name

PhD (Doctor of Philosophy)

Degree In

Education

First Advisor

McCarthy, Christine L.

First Committee Member

Bills, David B.

Second Committee Member

Foley-Nicpon, Megan

Third Committee Member

Hendrickson, Jo M.

Fourth Committee Member

McCarthy, Christine L.

Fifth Committee Member

McNabb, Scott

Abstract

The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of `an inclusive classroom,' `inclusion,' `co-teaching,' and `having a disability' are not just issues that are discussed in academia, but are also current issues in schools, courtrooms, and statehouses. In Chapter 2, the Literature Review examines philosophical literature of inclusive education, legislative and judicial history, and service delivery models for special education. In Chapter 3, Methods: A Conceptual Analysis, we examine the history and practice of conceptual analysis, and then look at the models of conceptual analysis as detailed by Jonas Soltis. Chapter 4, Conceptual Analyses, is the core of this dissertation, containing a generic analysis of the `inclusive classroom,' differentiation analyses of `inclusion,' and `co-teaching,' and a generic analysis of `having a disability.' Finally, in Chapter 5, Discussion, we examine implications for further research and conclusions.

Keywords

Co-Teaching, Disability, Inclusion, Inclusive Classroom, Special Education

Pages

1, iii, 147 pages

Bibliography

Includes bibliographical references (pages 143-147).

Copyright

Copyright 2012 Thomas Ernest Boston-Kemple

Included in

Education Commons

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