The purpose of this paper is to critique eight papers that discuss academic achievement and inclusion. Specifically, the paper is divided into three parts, which are:
For each article, write a critique of each study's design validity by demonstrating knowledge of most of the elements of quantitative and qualitative validity. This means steps the researchers took to improve their internal, external, construct and statistical conclusion validity, what they didn't do to improve these elements, and what they might have done in the context of their study.
This paper includes a synthesis that summarizes the implications of these research articles toward: a) policy; b) practice, and; c) future research.
This part synthesizes the research to practice recommendations that emerged from the studies.
Study 1: One School District's Efforts to Develop a Formal Inclusion
Program at the Secondary Level. (Hamill, Lee B., Xavier University, 1999, 13 p.)
This qualitative study investigated efforts to develop a formal inclusion program
at the secondary level in a small urban school district. About 60 of the 550 students in the junior and high school programs were identified with disabilities, including learning disabilities, behavior disorders, and mental retardation. Analysis of observations and interviews with 13 members of the junior high and high school staff (including eight of the teaching staff of 40ùfive in special education and three in general education--and five supervisory personnelùthree administrators and two supplemental services personnel). These 13 members were observed formally and informally in a variety of school locations, and interviewed one to four-times using open-ended questioning. The participants were asked to consider their present programs and possible changes planned for these programs.
In order for this study to have any meaningful conclusions and recommendations, the methodology and...