Electronic Journal for Inclusive Education
Abstract
The purpose of this study was to examine how modifying the inclusion classroom impacts teacher and students’ perceptions of their learning environment. Prior to intervention the teacher was interviewed providing information about her preferred modifications. Following the intervention the teacher completed a rating scale and a post interview. The students completed a classroom environment student survey (CESS), to assess their perceptions of the classroom before, during, and after modifications were made. Twenty fourth grade students, as well as their teacher participated in the study. Implications for practitioners and researchers are discussed.
Repository Citation
Fullerton, E. K.,
& Guardino, C.
(2010).
Teacher and Students' Perceptions of a Modified Inclusion Classroom Environment,
Electronic Journal for Inclusive Education, 2
(5).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
