INCLUSION IN KANSAS - EDUCATIONAL-EXPERIENCES OF STUDENTS WITH LEARNING-DISABILITIES IN ONE ELEMENTARY-SCHOOL

In Kansas, we used observations, interviews, and record reviews to des cribe the educational experiences of two students with learning disabi lities (LD). One second grader and one fifth grader were observed duri ng reading, mathematics, and science classes. The second-grade plannin g meeting was observed, also. Intel-views were conducted with the prin cipal, the model developer, three special education teachers, two gene ral education teachers, one student, and one parent. Information from the students' records described achievement levels, referral decisions , and Individualized Education Program (IEP) goals. Data from all sour ces were integrated into descriptions of the context for inclusion, th e model of inclusion, the role of special education teachers, and the educational experiences of the students with LD.