Document Type

Honors Project

First Advisor

Dr. Harriet Hayes

Degree Award Date

Spring 2003


Inclusion, Teachers, students, parents, full-continuum placements, Harmony Elementary School


Disability and Equity in Education | Education | Special Education and Teaching


The study cites a number of discourses on the value of inclusion in public school special education programs, focusing on the partial inclusion method. Interviews of teachers, students, and parents in the special education program and the regular education program at one rural elementary school were conducted and analyzed to understand the attitudes of those involved. The teachers, students, and parents' responses were categorized and attitudes of all participants were found to be quite positive, though each sees the program i n very different ways. While understanding satisfaction levels was the initial goal of the research, the study revealed that each participant views the program from a specific vantage point. The teachers, Students, and parents' roles in the partial inclusion program are therefore analyzed in regard to successful teamwork. The roles are likened to that of a basketball game, each role part of what makes the game work.