Research Paper on:
Research Studies on Inclusion

Unformatted Sample Text from the Research Paper:
System (EBASS), which facilitated the recording of variables related to 13 factors pertaining to the studys focus on three categories: student behaviors, teacher behaviors and classroom ecology. Variables examined pertaining  to inclusion classrooms included physical arrangement, instructional grouping utilized and instructional tasks implemented. The results determined that student with and without disabilities displayed high levels of engagement with the course  material; there were low levels of inappropriate behavior; and no significant differences between the behavior of students with and without disabilities. Preparing student for learning and the tasks of instruction  appeared to be the most significant factors associated with creating successful inclusions high school classrooms. 2. Berry, R.A. (2006) : The influence of teacher beliefs pertaining to writing instruction  within the context of inclusion classrooms was investigated by conducting teacher interviews and through the data gathered during 55 classroom observations conducted by the principal researcher. Field notes were used  to corroborate and clarify the information from the teacher interviews, as well as provide specific examples of teacher practice. The study results indicated that personal teacher beliefs directly influenced the  pedagogical practices in regards to inclusion. One set of teachers believed that students with disabilities needed a structured approach geared to individual performance levels, while another set believed in a  relational approach, which both "protected" and "empowered" learning communities. 3. Broadman, et al (2005) : This qualitative study utilized focus groups made up of teachers of students with special  needs (i.e., learning disabilities and emotional/behavioral disorders) in regards to the extent to which they found research data to be applicable to their inclusion classrooms. Furthermore, this study addressed how  new practices are introduced into their schools and the reactions of these teachers. Study findings indicated that most of the teachers were not pressured to utilize research-based data in