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MERN Abstract id=58
Source : MERN Forum #11, Session 3D
Date: 11/2/2007
Author: John Kreshewski
Title : Differences in special education students' perceptions of classroom support in cluster vs. integrated classroom settings
Text : This thesis takes the form of a quantitative comparative study. The study will use a Student Perceptions of Classroom Support (SPCS) Scale to measure students' perceptions of instructional, curricular, physical and peer support factors in the special education cluster classroom vs. the integrated regular classroom. One of the programs that Brandon School Division offers to secondary students is called the Community Transition (CT) program. The CT classes offer a modified academic program that accommodates individual needs and encourages students to progress at the level of their ability. Program objectives emphasize academic, social and personal skill development. These students are offered programming in the special educational classroom environment and in mainstream classes. The members of the CT classes make up the target population. The primary data will be collected from students through the administration of the SPCS scale. The Student Perception of Classroom Support scale was recently constructed and validated by John O’Rourke from Cowan University, Perth Australia and Stephen Houghton from the University of Western Australia, Australia. O’Rourke and Houghton published their findings (SPCS scale) in the "Journal of Intellectual & Development Disability", December 2006. Comparatively speaking, my purpose is to examine relationships, including similarities or differences among several independent variables. These variables represent characteristics of CT students and include: Gender, aboriginal status, provincial funding, age, years in CT, diagnosed learning or behavioral disorders, cognitive assessment - level of IQ, academic achievement - literacy and numeracy, credits obtained, and attendance. Ethics approval for all stages of the research has been obtained from Brandon University’s Human Research Ethics Committee and from the Brandon School Division.
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