First Advisor

Parks, Martin

College

College for Professional Studies

Degree Name

Master of Education

School

School of Education and Counseling

Document Type

Thesis - Open Access

Comments

Education

Number of Pages

52 pages

Abstract

Over the last 30 years the number of disabled students being placed in regular education settings has increased dramatically, as has the severity of their disabilities (Greenwood & French, 2000). With the integration of students into regular education classrooms, practitioners are challenged to provide adequate supports to insure beneficial learning environments. According to Public Law 105-17 all students must be provided elementary physical education (pecentral.org). The law does not distinguish between students who are classified as "“special education students" and those who are classified as general education students. This study investigates the development and implementation of inclusion practices for special education students in general elementary physical education classes. The research project surveyed 21 Eisenberg elementary school (EES) teachers related to the use of selected inclusion strategies for elementary physical education classes at EES. The survey results formulate the basis for implementing inclusion methods at Eisenberg elementary school.

Date of Award

Spring 2006

Location (Creation)

Denver, Colorado

Rights Statement

All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the “fair use” standards of the U.S. copyright laws and regulations.

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