Degree Name

Education Specialist (EdS)

Semester of Degree Completion


Thesis Director

Freddie A. Banks, Jr.


The purpose of this field experience was to identify elements found in existing inclusion programs and incorporate those elements into an inclusion program that could be implemented almost exclusively by a single administrator. The information was obtained through an examination of existing literature and contacts with other administrators.

Survey instruments were provided for participating administrators and teachers in their building. The surveys identified elements of the existing programs and the other elements perceived as important by administrators and teachers.

The information collected from the literature, administrators, and teachers led to the development of an eight-part inclusion program that could be implemented by one administrator with additional help from a team. The first component of the inclusion program involved the development of a team. The second component was to get leadership from the administration. The third component was a series of inservice workshops where teachers, staff, administration, parents, and community members were to be presented with information on concepts essential to having an effective inclusion program. The fourth component was to keep the community, faculty, staff, and students aware of the program. The fifth component was to create a cooperative learning environment. The sixth component was to facilitate peer support and relationships. The seventh component was to get assistance from technology to help support the diverse needs of special education students in regular classrooms. The final component was to evaluate and refine the program.

The results of the field experience proved that districts need to take the time and energy to create an inclusion program even if they don't have a severely handicapped student in the district. The main recommendation of the field experience was the development of a team.