Date of Award
Special Education (MAE)
Dr. Paul Wendel
First Committee Member
Dr. Dee Knoblauch
Second Committee Member
Dr. Bethany Vosburg-Bluem
inclusion, co-teaching, special education, affects of inclusion, special education test scores
Disability and Equity in Education | Educational Assessment, Evaluation, and Research | Special Education and Teaching
Schools have been pushed toward inclusive practices with an emphasis on co-teaching models (Yeung, 2012), yet reservations exist and little is known about the effects of inclusive practices. The questions this study aims to answer are: 1. Does inclusion with an emphasis on co-teaching affect performance of newly transitioning students with disabilities on district and teacher made summative assessments?, and 2. Does inclusion with co-teaching have a carry-over effect on typically-developing students’ assessment scores? This study aims to investigate the effect of inclusive practices on student summative assessment scores. Results from the district preassessment were gathered for all students in both the comparison and intervention group. Using statistical analyses (SPSS), students with disabilities in the inclusion with co-teaching group were found to not test statistically significantly higher compared to students with disabilities in the control group except for one chapter test. When compared to typically developing peers, students with disabilities did not score statistically significantly lower on summative assessments and there did not appear to be a positive or negative carry over effect on typically-developing peer assessment scores.
Hutchinson, Kaitlin Marie, "How Does Inclusion With Co-Teaching Affect Student Performance on Summative Assessments?" (2015). Masters Theses. Paper 4.