Institution Granting Degree
This dissertation summarizes an archival longitudinal study to examine the influence inclusion practices have on academic achievement and behavioral referrals. This was a twelve-year study (1993 – 2004) with three different phases (Pre-inclusion, Inclusion, and Follow-up inclusion). Data was collected on academic achievement (TASS scores) and behavior referrals (discipline counts) for 350 schools over the twelve year period. Significant results show a decline in academics and an increase in behavioral referrals associated with the number of special needs students in a general classroom.