Collaborative teaching relationships and the inclusion of sixth grade students

The purpose of this study is to describe and evaluate the effectiveness of implementing inclusion within a collaborative teaching framework in the sixth grade using an action research design. Based on the parameters set forth in a student\u27s Individualized Education Program (IEP), the schedule to determine if a student\u27s goals and objectives are being met is measured quarterly by report card. Ultimately, whether or not a student achieves the minimum level of proficiency as outlined in the IEP for social studies, science, mathematics, and language arts serves as the benchmark for determining whether or not the student\u27s placement is appropriate. Therefore, the strategies, materials, modifications, and evaluation criteria implemented by each subject teacher were assessed to determine whether or not student goals and objectives were being achieved. Student grades and teacher feedback served as the basis for assessment. Based on the percentage of students who met or exceeded the minimum proficiency level, the results showed that implementing inclusion within a collaborative teaching framework at the sixth grade level proved effective for 43% of the students in social studies, 67% in science, 52% in mathematics, and 47% in language arts