Appendix A
Participant Demographics
Chart 1
Chart 2
Chart 3
Chart 4
Chart 5
Chart 6
Appendix B
Survey Questions and Responses
Chart 1
Chart 2
Chart 3
Chart 4
Chart 5
Chart 6
Chart 7
Chart 8
Chart 9
Chart 10
Chart 11
Chart 12
Chart 13
Chart 14
Chart 15
Appendix C
Letter to Principal
References
Al-Zyoudi, M. (2006). Teachers’ attitudes towards inclusive education in Jordanian schools.
International Journal of Special Education, 21 (2): 55-62.
Billingsley, B., Brownell, M., Israel, M., & Kaaman, M. (2013). A survival guide for new special
educators. San Francisco, CA: Jossey-Bass Teacher.
Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA:
ASCD.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods
approaches (3rd ed.). Sage Publications, Inc.
Damore, S. & Murray, C. (2009). Urban elementary school teachers’ perspectives regarding
collaborative teaching practices. Remedial and Special Education, 30(4): 234-244.
http://dx.doi.org/10.1177/0741932508321007
Definition of CULTURE. (2020). Retrieved 11 May 2020, from
https://www.merriam-webster.com/dictionary/culture?utm_campaign=sd&utm_medium=
serp&utm_source=jsonld
Dudley-Marling, Curt & Burns, Mary Bridget (2014). Two perspectives on inclusion in The
United States. Global Education Review, 1 (1): 14-31.
Erlbaum, B., Vaughn, S., Hughes, M., & Moody, S. (2000). How effective are one-to- one
tutoring programs in reading for elementary students at risk for academic failure? A
meta-analysis of intervention research. Journal of Educational Psychology, 92, 605–619.
doi:10.1037/0022-0663.92.4.605
Every Student Succeeds Act (ESSA) | U.S. Department of Education. (2020). Retrieved 10 May
2020, from https://www.ed.gov/essa?src=rn
Equality Challenge Unit. (2013). Equality and Diversity for Academics: Inclusive Practice.
Retrieved from
https://www.advance-he.ac.uk/knowledge-hub/equality-and-diversity-academics-factshee
ts
Explore Sessions Elementary School. (2020). Retrieved 9 March 2020, from
https://www.niche.com/k12/sessions-elementary-school-san-diego-ca/
Florian, L. (2015), "Conceptualising Inclusive Pedagogy: The Inclusive Pedagogical Approach
in Action", Inclusive Pedagogy Across the Curriculum (International Perspectives on
Inclusive Education, Vol. 7), Emerald Group Publishing Limited, pp. 11-24.
https://doi.org/10.1108/S1479-363620150000007001
Florian, L. & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive
practice. European Journal of Special Needs Education, 28:2, 119-135, DOI:
10.1080/08856257.2013.778111
Forlin, C., Loreman, T., Sharma, U. (2012). Measuring teacher efficacy to implement inclusive
practices. Journal of Research in Special Educational Needs, Volume 12(1):12–21. doi:
10.1111/j.1471-3802.2011.01200.x
Freckle. Freckle’s Research-Based Differentiation Methodology. Retrieved from
https://www.freckle.com/
Gilmour, A. (2018). Has inclusion gone too far?: Weighing its effects on students with
disabilities, their peers, and teachers. Education Next.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77,
81–112.
Helmstetter, Curry, Brennan, & Sampson-Saul, (1998). Comparison of general and special
education classrooms of students with severe disaitatebilities. Education and Training in
Mental Retardation and Developmental Disabilities, 33, 216-227.
How Does San Diego County Special Education Perform on Tests? (2019). Retrieved May 09,
2020, from
https://www.usnews.com/education/best-high-schools/california/districts/san-diego-count
y-office-of-education/san-diego-county-special-education-3816/test-scores
Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects
of placement of students with severe disabilities in general education versus special
education. Journal of the Association for Persons with Severe Handicaps, 19 (3),
200-214.
Hunt, P., & Farron-Davis, F. (1992). A preliminary investigation of IEP quality and content
associated with placement in general education versus special education. Journal of the
Association for Persons with Severe Handicaps, 17 (4), 247-253.
Israel, M., Marino, M., Desilio, L., & Serianni, B. (2014, September). Supporting content
learning through technology for K-12 students with disabilities (CEEDAR Document No.
IC10). Retrieved from http://ceedar.education.ufl.
edu/wp-content/uploads/2014/09/IC-10_FINAL_09-10-14.pdf
Iverson, S., Tunmer, W., & Chapman, J. (2005). The effects of varying group size on the reading
recovery approach to preventive early intervention. Journal of Learning Disabilities, 38,
456–472. doi:10.1177/00222194050380050801
Jodi L. Peebles & Sal Mendaglio. (2014). The impact of direct experience on preservice
teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of
Inclusive Education, 18:12, 1321-1336, doi: 10.1080/13603116.2014.899635
Katz, J. & Mirenda, P. (2002). Including students with developmental disabilities in general
education classroom: Educational benefits. International Journal of Special Education,
17 (2), 14-24.
Kern, E. (2006). Survey of teacher attitude regarding inclusive education within an urban school
district. Philadelphia College of Osteopathic Medicine Psychology Dissertations.
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design
of multimedia instruction. American Psychologist, 63, 760–769.
doi:10.1037/0003-066X.63.8.760
McGregor, G., & Vogelsberg, R.T. (1998). Inclusive schooling practices: Pedagogical and
Research Foundations. A synthesis of the literature that informs best practices about
inclusive schooling. University of Montana, Rural Institute on Disabilities.
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis,
T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January).
High-leverage practices in special education. Arlington, VA: Council for Exceptional
Children & CEEDAR Center.
Nancy J. Zollers, Arun K. Ramanathan & Moonset Yu (1999) The relationship between school
culture and inclusion: How an inclusive culture supports inclusive education,
International Journal of Qualitative Studies in Education, 12:2, 157-174, DOI:
10.1080/095183999236231
No Child Left Behind - ED.gov. (2020). Retrieved 10 May 2020, from
https://www2.ed.gov/nclb/landing.jhtml
Osiname, A. (2016). The effect of the school principal in creating an inclusive school culture
during times of change and challenge. BU Journal of Graduate Studies in Education,
Volume 8, Issue 3. https://files.eric.ed.gov/fulltext/EJ1230499.pdf
Preparing Teachers: Building Evidence for Sound Policy ... (n.d.). Retrieved May 10, 2020, from
https://www.nap.edu/catalog/12882/preparing-teachers-building-evidence-for-sound-poli
cy
Ramanathan, A., Yu, M., Zollers, N. (2010). The relationship between school culture and
inclusion: How an inclusive culture supports inclusive education. International Journal
of Qualitative Studies in Education, 12(2): 157-174. doi: 10.1080/095183999236231
Rao, K., Ok, M. W., & Bryant, B. R. (2014). A review of research on universal design
educational models. Remedial and Special Education, 35, 153–166.
doi:10.1177/0741932513518980
Read&Write for Google Chrome™. (n.d.). Retrieved May 11, 2020, from
https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmd
afoankkfajkcphgd?hl=en-US
Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students.
Journal of Research in Special Educational Needs, Vol. 9 (Issue 3).
https://doi.org/10.1111/j.1471-3802.2009.01135.x
Schoch, K. W. (2016). Case study research. In Burkholder, Gary J., Cox, K. A., Crawford, L. M.
(Eds.), The Scholar-Practitioner’s Guide to Research Design, 1st Edition (pp. 227 – 241).
[VitalSource Bookshelf Online].
Scott, T. M., Hirn, R. G., & Alter, P. G. (2014). Teacher instruction as a predictor for student
engagement and disruptive behaviors. Preventing School Failure, 58, 193–200.
doi:10.1080/1045988X.2013.787588
Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A
learning theory perspective. Educational Research Review, 9, 1–15.
doi:10.1016/j.edurev.2012.11.004
U.S. Department of Education. (2020). Retrieved 10 May 2020, from https://www.ed.gov/
Vaughn, S., & Bos, C. S. (2012). Strategies for teaching students with learning and behavior
problems (8th ed.). Upper Saddle River, NJ: Pearson.
Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and
Functional Performance of Youth with Disabilities: A Report from the National
Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI
International
Waldron, N., Cole, C., & Majd, M. (2001). The academic progress of students across inclusive
and traditional settings: a two year study Indiana inclusion study. Bloomington, IN:
Indiana Institute on Disability & Community
Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan. Vol. 9.