Term of Award

Spring 2012

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Leadership, Technology, and Human Development

Committee Chair

Denise Weems

Committee Member 1

Randy Carlson

Committee Member 2

Angela Crawford

Committee Member 3

Russell Mays

Committee Member 3 Email



Students with disabilities (SWD) have frequently been one of the subgroups not to make adequate yearly progress (AYP) in middle schools. If one subgroup does not meet the required objectives for meeting Adequate Yearly Progress (AYP), the entire school does not meet AYP. The purpose of this study was to identify accommodations, modifications, and forms of assessments that inclusion teachers find useful in middle schools that made adequately yearly progress. The researcher conducted a quantitative study. This study was a descriptive study using survey data. A total of 78 inclusion teachers participated in the study. The data indicated that inclusion teachers used presentation, response, and time/scheduling accommodations weekly and they used setting accommodations either weekly or seldom. Secondly, the survey data indicated all inclusion co-teachers used all of the five modifications on a weekly basis. Thirdly, the survey data indicated that inclusion teachers used: true-false quizzes, multiple choice test, and short answer tests as the forms of assessment. Inclusion teachers rarely used benchmark assessments, projects, portfolios or online assessments. More practice and training should be provided to administrators and inclusion teachers who practice co teaching in the inclusion classroom setting. Administrators should provide ongoing training to inclusion teachers on when to appropriately use accommodations, modifications, and forms of assessments.

Research Data and Supplementary Material