The paper 'Inclusive Teaching: A Professional Development Program' is a good example of a research proposal on education.
Inclusion is based on the child's right to be educated in a normal classroom, provided with support services and resources being brought in, which is necessary rather than the child being sent away to a specialized setting. In the perspective of school education, inclusion is defined as providing all students, including those with mild or severe disabilities, with the ``least restrictive environment'' possible (NMSA Research Summary 14. “Curry School of Education”, 2007).
``Least restrictive environment'' refers to the environment wherein the student can be most successful and be able to maximize his or her own potential (NMSA Research Summary 14, 2007), or the environment which is closest to a regular classroom at the same time still meeting the student's needs (Curry School of Education, 2007). In other words, to attain maximum learning for special students or students with disabilities, they are educated in the same class setting as regular students.
A federal mandate is issued to provide every child, regardless of disability, with free and appropriate public education - that is, in a regular classroom as far as possible. A No Child Left Behind (NCLB) Act, which was introduced and came into effect in January 2002, actually endorses the disabled child's right to a good education and guarantees the same for children from low-income backgrounds, second-language English speakers, and children from minority groups such as Hispanics and Afro-Americans (National Education Association. “US Department of Education”, 2007).
Though inclusive teaching has already been in practice in the academe, the effectiveness of the program in different schools still varies. The effectiveness of the program is measured through the academic performance or achievement of the students under the program. So, this study aims to determine the different factors that contribute to the students’ achievement in an inclusive teaching program. This paper will investigate the underlying factors that determine the effectiveness of such a program and to what degree do these factors impact the achievement of the students.
This paper aims to answer the following research questions:
This study will be using the survey method to gather data about the factors of inclusion on the learning achievement of the students. The heads (principals) and the teachers of schools that offer inclusive education will be asked to answer a pre-tested survey questionnaire containing questions on information about their inclusive teaching program.
The factors that will be considered are the educational attainment of inclusive teachers, teaching strategies, teaching materials, degree of interaction among special and regular students and school facilities.
Simple Random Sampling using a random number generator will be utilized to determine the respondents for this study. The sample size will be determined by the following formula:
n = N / (1 + N α2) where n = sample size;
N = population size (or the number of schools that offer inclusive teaching program);
α = margin error
Data Analysis Techniques
This study will be utilizing multiple regression analysis and Spearman’s Rho Correlation Analysis. The variables will first be tested for normality using the one-sample Kolmogorov-Smirnov test at the set α. After this, the correlation coefficient (using Spearman’s correlation coefficient) will be obtained to determine the strength of each variable to be included in the regression model building process. A stepwise selection procedure will be used to determine the final model of the significant factors that affect the effectiveness of the inclusive teaching program.
The dependent variable is the effectiveness of the inclusive teaching program, which can be measured by the students’ achievement. The independent variables will be tested whether they contribute to the effectiveness of such a program and the strength of each program will also be measured using correlation analysis.
Curry School of Education (2007). Learning Disabilities. Retrieved August 6, 2007, from
National Education Association (2007). Retrieved August 4, 2007, from
NMSA (National Middle School Association) website (2007). Research Summary # 14. Retrieved August 6, 2007, from
Villa, R., Thousand, S.(1995).Making Inclusive Education Work, Educational Leadership. (October 2003).
White, L., Swift, H., & Harmon, D.J. (1992). Collaborative teaching model in the elementary classroom. Unpublished data cited in “Hines and Johnston”.