Date of Award

4-2012

Document Type

Thesis

Primary Advisor

Dr. Velmarie Albertini

Abstract

According to the National Center for Education Statistics (NCES), in the 2007-2008 school year, 13.4% of public education students were enrolled in some sort of program under the Individuals with Disabilities Act of 2004, or IDEA (NCES, 2011). It is imperative to all students that they are placed in the classroom that best promotes academic success, good self-esteem, desired behavior and social skills. This qualitative study uses previously published literature to explore inclusion classrooms and its common practices as it relates to students’ self-esteem, behavior, and social skills. Inclusion classrooms serve the general student body as well as Exceptional Student Education students. Three studies were examined and it was found that students involved in inclusion classrooms have a positive relationship on self-esteem, behavior, and social skills.

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