Inclusive Practices and the Achievement Gap between Students with and without an Individualized Education Plan

Authors

Abstract

Philosophy, ethics, legal mandates, educational theory, classroom application, and research has neither concluded nor reached scholarly saturation on the successful implementation of inclusion. This study examines inclusive practices for students with special needs by focusing on one innovative approach to narrowing the achievement gap between students on an Individual Education Plans (IEP) and students not on IEP. The innovative approach examined combined three research-based practices to create one school-wide pedagogy. The public middle school in this study integrated three educational approaches known as “Tribes,” “Integrated Thematic Instruction (ITI)”, and “MicroSocieties”. An 11-year study revealed statistically significant relationship between the innovative approach and the achievement gap between students on IEPs and students not on IEPs. Descriptive statistics and parametric testing, a linear regression, were used to make inferences in the relationship. Implications of the study continue to support existing research on individual inclusive practices, but more importantly the innovative integration of inclusive practices.

Author Biographies

Evalynne W. Lindberg, Oral Roberts University

Chancey Bosch earned his Ph.D. in Higher Education Administration from the University of Phoenix. He currently serves as Associate Professor and Undergraduate Chair in the College of Education at Oral Roberts University. Chancey is a servant to scholarship, the profession, but most of all, to people.

Chancey T. Bosch, Oral Roberts University

Evalynne W. Lindberg earned her E.D. Educational Leadership from Oral Roberts University where she currently serves as a Professor in the College of Education, specializing in Special Education. Evalynne’s service to the profession includes over seven years of leadership on the Executive Board and Board of Directors for the Learning Disabilities Association of America. Evalynne has been recognized in “Who’s Who Worldwide” (2017) and honored as "Top Female of the Year” by The International Women's Leadership Association (2015-2016).

Marcia P. Livingston-Galloway, Oral Roberts University

Marcia Livingston-Galloway earned her E.D. in Higher Education Administration from Oral Roberts University where she currently serves as Tenured Professor in the College of Education, specializing in English Language Learners. Marcia holds degrees in Spanish, and MBA, and a MA in Teaching English to Speakers of Other Languages. She serves the profession not only in publication, but also in professional development and support to future teachers.

Published

2020-12-01

Issue

Vol. 8 No. 1 (2021)

Section

Articles

Copyright (c) 2020 Chancey Bosch, Evalynne Lindberg, Marcia Livingston-Galloway

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.