Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
This action research paper focuses on educating children in their least restrictive
environment. This study was conducted in an elementary school in St. Paul where the
district is pushing towards full inclusion. The data specifically looks at two fifth grade
students, both with Emotional Behavioral Disorders. Data sources included a parent
questionnaire, pre and post student questionnaire, teacher journal and observations, an
excel spreadsheet behavior checklist, and a check-in log for the school’s behavior room.
Results showed that both students were able to increase their amount of time spent in the general education classroom setting. Data also supported that both students, and their respective parent, wanted them to have increased inclusion time. The results indicate that increased inclusion for EBD students is possible and should be carried out so that each child is being taught in their least restrictive environment. Further research may indicate more or less inclusion time based on longer duration of study and more students participating.
Gruber, Jennifer. (2014). Increasing the Amount of Time EBD Identified Students Spend in the Classroom. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/70