Research Paper on:
Three Research Methodologies for Inclusion in Education

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of controversy for more than two decades. Many special education teachers believe that inclusion programming is the best option for children with a variety of learning, development and physical  disabilities, because of the capacity for valuable educational experiences for both differently-abled children and their general education counterparts. Opponents of full inclusion programming maintain that children who are differently-abled  should be taught in self-contained classrooms, reducing the chances of disruptions for general education students. Many special educators believe, though, that well-structured collaborative full inclusion classrooms can promote learning  on a number of levels and reduce concern over disruptions in the learning process. This study will provide comparative methodologies through which educator perspectives on full inclusion programming can  be understood. The Instructional Environment The instructional environment for this study is  a middle school collaborative science class. Specifically, this study will reflect views of seventh grade science teachers regarding the use of collaborative special education inclusion programming in an urban school  district. General education classrooms in this setting commonly integrate special needs students with disabilities, though the success of this model has been brought into question by general education teachers.  In this instructional setting, there are a number of students who are designated as requiring Special Education services for disabilities. These  students, who comprise approximately 3 percent of the student population, must be instructed in the least restrictive environment, as a result of national Special Education regulations (Weishaar, 1997). As  a result, most of these students should be receiving their education in classrooms alongside their peers. One of the key issues in