final research proposal 1 -...
TRANSCRIPT
Final Research Proposal 1
Concordia University Chicago
Master’s Program
Student:
Sarah Martin
50 Edgewood Drive
Shelby, OH 44875
Day Telephone: 419-571-6796 Eastern Standard Time
Evening Telephone: 419-347-2924 Eastern Standard Time
Assignment Title: Assignment 5: Final Research Proposal
Date of Submission: May 2, 2019
Assignment Due Date: May 5, 2019
Course: Research in Education-RES 6600
Section Number: 5
Semester/Term: Spring 2019
Course Instructor: Dr. Jie Lin
Certification of Authorship: I certify that I am the author of this paper and that any assistance I
received in its preparation is fully acknowledged and disclosed in the paper. I also have cited any
sources from which I used data, ideas, or words, either quoted directly or paraphrased. I certify
that this paper was prepared by me specifically for the purpose of this assignment, as directed.
Student’s Signature: Sarah Martin
Final Research Proposal 2
Final Research Proposal 3
Assignment 5: Final Research Proposal
Sarah E. Martin
Research in Education-RES 6600-5
Dr. Jie Lin
May 2, 2019
Final Research Proposal 4
Abstract
Since the passage of Individuals with Disabilities Education Act, inclusion has become
prominent in schools. Recently, the full inclusion of students with behavioral needs or emotional
disturbances has become a trend. There are varying opinions in the world of education as to
whether or not this is the appropriate placement for them and how this affects the general
education students. This research proposal involves the study of multiple classrooms of students
with and without students with behavioral needs. The students and teachers of these classes will
be observed, interviewed, and surveyed to determine perception data. Existing data will also be
examined to determine trends in academic achievement, attendance, and behaviors of general
education students. Triangulation will be used in this yearlong mixed-method research study to
ensure validity. This should help determine the efficacy of the full inclusion of students with
behavioral needs on the educational lives of general education students.
Literature Review
The full inclusion of students with disabilities has become a popular method of educating
students who would have previously been educated in pullout situations or special education
classrooms. Since federal laws lay out guidelines for the education of students with disabilities,
schools have been implementing full inclusion on much larger scale than in the past. However,
the efficacy of full inclusion, especially as related to student with emotional and behavioral
disorders, is a highly debated topic in the field of education. “Inclusion did not become the
widespread practice it is today because of a robust evidence base that supports its effectiveness.
Rather, it is prevalent because of federal laws that establish special rights for SWDs and their
parents” (Gilmour, 2018, p. 10). While there is a myriad of research about the effects of full
Final Research Proposal 5
inclusion on students with disabilities, there is only small, yet growing, body of research
regarding how full inclusion effects the general education students.
While full inclusion has proven beneficial for some students, there are also concerns
about and disadvantages to full inclusion. Staff in schools interpret the federal laws regarding
inclusion in different ways resulting in confusion and varying levels of implementation,
especially as related to Least Restrictive Environment. The main goal of this study will
investigate the effects of the full inclusion of students with behavioral or emotional disorders on
general education students. Currently, there is implementation of full inclusion at Bucyrus
Elementary School, and there have been obvious negative effects over the four years it has been
utilized due to the inclusion of students with emotional and behavioral disorders. In this study,
effects of full inclusion on the academics, social/emotional behaviors, and attendance of the
general education student will be studied. Additionally, during this study, the laws regarding
inclusion as well as the definition of least restrictive environment will be investigated. This
research study will answer the question, “What are the effects of full inclusion of students with
behavioral needs on the general education students in 2nd-5th grades at Bucyrus Elementary
School?”
Laws Regarding Inclusion
In 1975, the Education for All Handicapped Children Act was authorized. This act was
intended to offer a free and appropriate education (FAPE) in the student’s least restrictive
environment (LRE). This later became known as the Individuals with Disabilities Education Act
(IDEA) and was reauthorized by Congress in 2004 with an amendment in 2015 to align with
Every Student Succeeds Act. As part of this law, Congress states, “Disability is a natural part of
the human experience and in no way diminishes the right of individuals to participate in or
Final Research Proposal 6
contribute to society. Improving educational results for children with disabilities is an essential
element of our national policy of ensuring equality of opportunity, full participation, independent
living, and economic self-sufficiency for individuals with disabilities.” (IDEA, 2004). This has
resulted in more and more schools using the format of full inclusion to educate students with
“every decision made for a child with a disability must be made on the basis of what that
individual child needs”. Additionally, “when the decision is made to educate the child
separately, an explanation of that decision will need, at a minimum, to be stated as part of the
child's IEP (individualized education plan).” Even so, many school staff insist on the use of full
inclusion no matter the disability of the student.
Least Restrictive Environment
The question that must be answered, then, is what is least restrictive environment (LRE)?
As stated in United States Code Sec. 1412(a)(5)(A), “Least Restrictive Environment (LRE) is the
requirement in federal law that students with disabilities receive their education, to the maximum
extent appropriate, with nondisabled peers.” In addition, “special education students are not
removed from regular classes unless, even with supplemental aids and services, education in
regular classes cannot be achieved satisfactorily” (as cited by Special Education Rights and
Responsibilities, n.d., p. 1). Many school staff members interpret this to mean that all students,
no matter what the disability, severity, or situation should remain in the general classroom all
day, every day. So, United States Code Sec. 1414(d)(3)(B)(i) states that “Federal law requires
that an IEP team consider behavior intervention strategies for any student with a disability whose
behavior impedes her learning or that of others” (as cited by Special Education Rights and
Responsibilities, n.d., p. 7).
Final Research Proposal 7
There is a strong push in the least restrictive environment to educate students with
disabilities in the general education classroom. Ross-Pike Educational Service District’s Least
Restrictive Guidance document states, “In fact, a child’s placement in the regular education
classroom is the first option the IEP team must consider when determining where a child with a
disability will receive his or her special education and related services.” This is where confusion
lies. Not all school staff members proceed past this step, even when needed. As stated above,
intervention strategies need to be employed in the general classroom. Once intervention
strategies have been executed in the general classroom if needed, if there is no progress with the
student’s behavior, then it stands to reason that the general classroom is no longer the student’s
least restrictive environment.
Effects of Full Inclusion of Students with Behavioral Needs on General Education Students
With a large body of research on the positive effects of full inclusion on special education
students, comparatively, there is a much smaller body of evidence regarding the effects of full
inclusion of students with behavioral needs on general education students. Arceneaux and
Murdock (1997) found that there is resistance to inclusion because of the disruptions caused by
students with behavioral and emotional needs (as cited by Evins, 2015, p. 8). Maloney and
Schenker (1995) found that students with behavioral disorders are the most likely to cause
frequent classroom disruptions (as cited by Gottfried, Egalite, and Kirksey, p. 1). These
disruptions can impact the general education students in a variety of ways from academically, to
socially, and through attendance. Lindsay, Proulx, Thomson, and Scott (2013) found disruptive
behaviors to be not only distracting to the general education students but that describing the
reasons for these behaviors from students with behavioral needs to the general education students
was difficult (as cited by Evins, 2015, p. 7). Therefore, the disruptive behavior of students with
Final Research Proposal 8
behavioral needs in the inclusive classroom can impact the general education student in multiple
ways.
Academic Effects. Frenzel, Pekrun, and Goetz (2007) and the Organization for
Economic Co-operation and Development (2010) found that “class disruptions tend to interfere
with students’ ability to follow lessons and are therefore a hindrance to the learning experience”
(as cited by Blank & Shavit, 2016, p. 1). Likewise, Gottfried (2012), Figlio (2007), and Lazear
(2001) found that instruction for all students in a class slow when a student with behavioral
needs disrupts the class due to the teacher being forced to manage the behavior or discipline the
student (as cited by Gottfried & Harven, 2014, p. 2).
In two studies by Fletcher (2009, 2010) on how the inclusion of students with behavioral
needs affects the academic achievement of general education students, it was found that there
was a negative impact on reading and math achievement of kindergarten and first-grade students.
Therefore, “exposure to classmates with EBD (emotional or behavioral disorders) in general
education classrooms is considered a risk factor for decreased achievement among other
classmates” (as cited by Gottfried & Harven, 2014, p. 2). In a study by Carrell and Hoekstra
(2009), it was found that “Adding one troubled student to a classroom of 20 students results in a
decrease in student reading and math test scores of more than two-thirds of a percentile point (2
to 3 percent of a standard deviation)”.
Attendance Effects. Attendance of general education students can be affected by the disruptive
behavior of students with behavior needs who are serviced through inclusion. Gottfried (2016)
found that general education students who had a classmate with a behavior disorder were “1.42
times more likely to be chronically absent than those who did not have such a classmate” (as
cited by Gilmour, 2018, p. 14). In a study by Gottfried, Egalite, and Kirksey, 2016, they found
Final Research Proposal 9
that students who already had poor attendance may be even more affected than other students
because of the presence of a student with behavioral needs in the classroom. “Because having a
classmate with an ED is associated with total absences and with chronic absenteeism, it could be
the case that those students whose absences are most associated with the presence of a classmate
with an ED are those who were already on the margin of being classified as chronically absent.”
(Gottfried, Egalite, & Kirksey, 2016, p. 4). Also, Carrell & Hoekstra (2010) observed that there
was a “larger association observed for absences by girls”…so, “It could be the case that girls
attempt to avoid such disruptive classroom environments altogether by staying home from
school.” (as cited by Gottfried, Egalite, & Kirksey, 2016, p. 4).
Juvonen, Graham, and Schuster (2003), Bealing (1990), Harte (1994), Reid (1983), and
Southworth (1992) found that general education students who experience the disruptive
behaviors of students with behavioral needs are more likely to have poor attitudes towards school
which will likely lead to lower attendance rates (as cited by Gottfried, Egalite, & Kirksey, 2016,
p. 1). Students who do not enjoy school because of disruptions from other students are less
likely to have good attendance. This can have lasting lifelong effects. Carrell and Hoekstra
(2009) found that “exposure to a peer who was more likely to exhibit challenging behavior led
students to complete less schooling and earn less as adults” (as cited by Gilmour, 2014, p. 13).
Alternately, attendance of general education students may be affected positively by the
inclusion of students with behavioral needs in the general classroom. Ekstrom, et al.(1986), Finn
(1989), Johnson (2005), and Newmann (1981) found that “As absenteeism is associated with
alienation from classmates, teachers and school, this positive environment may reduce absences
for other students as they make meaningful connections with their peers with EDs, thereby
making the classroom environment more engaging” (as cited by Gottfried, Egalite, & Kirksey,
Final Research Proposal 10
2016, p. 1). Some students may make more of an effort to come to school if they have made a
connection with a student who has behavioral needs.
Social/Behavioral Effects. Carrell and Hoekstra (2009) found that including in the general
education classroom just one “troubled peer…significantly increases misbehavior of other
students in the classroom, in effect causing them to commit 0.09 more infractions than they
otherwise would, a 16 percent increase.” There is also concern that these effects could increase
over time if general education students are continually exposed to the disruptive behaviors of
students with behavioral needs.
On the other hand, the inclusion of student with behavior disorders in the general
education classroom can have positive effects on the general education student. “First, the
inclusion of students with EDs could produce positive direct effects on peers, as nondisabled
students may form interpersonal bonds resulting from their interactions with diverse students.”
(as cited by Gottfried, Egalite, & Kirksey, 2016, p. 1). Also, Cushing and Kennedy (1997) found
that when general education students support students with behavioral disorders, it can improve
the general education student’s academic engagement (as cited by Gottfried & Harven, 2014, p.
1). Likewise, Katz and Mirenda (2002) found that general education students benefited
academically when they participated in programs such as peer tutoring with students with
behavioral disorders (as cited by Gottfried & Harven, 2014, p. 1).
Finally, there are some additional social benefits for general education students from the
inclusion of students with behavioral needs in the general classroom. Lindsay, Proulx, Scott, and
Thomson (2014) showed that “inclusion provides the chance for non-disabled students to learn
tolerance and appreciation for their disabled peers. The benefits are not only apparent for those
students with disabilities, but also those without” (Evins, 2016, p. 6).
Final Research Proposal 11
Conclusion
This paper shows the effects of full inclusion of students with emotional and behavioral
disorders on the general education students. Current research shows that there are many more
studies on the effects of inclusion on the student with disabilities than the effects on general
educations students. While we certainly want to promote the least restrictive environment for all
students, it begs to questions whether the general classroom is the least restrictive environment
for students with behavioral disorders. Not only does this placement affect the student with the
disability, but it also affects the other general education students in the classroom. The current
available data shows primarily negative effects on general education students when considering
the inclusion of students will behavioral needs. There is a small body of positive research
dealing with social outcomes for general education students when considering full inclusion, but
it seems that the bulk of data has shown negative effects on general education students.
Research Question
This study is designed to focus on the academic, social, and behavioral development of
general education students due to the full inclusion of students with emotional or behavioral
disabilities in the general education classroom. This study will address the following question:
What are the effects of the full inclusion of students with behavioral needs on 2nd-5th grade
general education students at Bucyrus Elementary School? Bucyrus Elementary School is an
inner-city type school in a rural locality. It is the only elementary school in the 5 square mile
district and it is a building of 700 students in preschool through 5th grade students. The district is
primarily low socioeconomic with 80% of students receiving free lunch. There are 4 to 5
sections of each grade level. Each class contains 18 to 24 students. At each grade level, one
class contains all of the students classified as gifted, and the students with disabilities are split
Final Research Proposal 12
between two classes. The other students are spread throughout all classes. The purpose of this
study will be to gather data about of the effects of inclusion classrooms on the development of
general education students at Bucyrus Elementary.
Method
This study will use both qualitative and quantitative research, known as mixed method
research, but the focus will be on qualitative design. “Quantitative and qualitative data are
analyzed independently, but then the results are mixed to achieve an overall interpretation”
(Mertler, 2019, p. 125). Quantitatively, the research will use the nonexperimental design of
descriptive research. “In descriptive research, the researcher is simply studying the phenomenon
as it exists naturally” (Mertler, 2019, p. 95). Surveys will be given to determine the perception
of how full inclusion has affected the general education students. Additionally, analysis of pre-
existing data such as behavior logs, attendance data, and anecdotal records will occur.
Qualitatively, phenomenological research will be used through the use of interviews and
observational research. Franenkl et al. (2012) and Mertens (2005) found that “The intent of
phenomenological studies is to describe and interpret the experiences or reactions of participants
to a particular phenomenon from their individual perspectives” (as cited by Mertler, 2019, p. 82).
The phenomenon in this study is the full inclusion of students with behavioral disorders in the
general education classroom.
Sample and Sampling Plan
The participants in this study will include students in 2nd through 5th grade classes at
Bucyrus Elementary School. Currently, there a four 2nd grade classes, five 3rd grade classes, five
4th grade classes, and four 5th grade classes, so this is the accessible population. The accessible
population “is the group of people to whom the researcher can realistically select subjects”
Final Research Proposal 13
(Mertler, 2019, p. 192). Two classes of students of each grade level in 2nd through 5th grade will
be the sample selected to be in this study. This smaller group is “representative of the accessible
population so the results can be generalized to the larger group” (Mertler, 2019, p. 192).
Students who receive instruction in the general classroom will be included in this study.
This will include not only the general education students in these classes, but also students with
emotional or behavioral disorders who receive instruction on a full inclusion basis. Some classes
will contain only general education students, and other classes will contain both general
education students and students with disabilities. At least one class contained students with
behavioral needs from each grade level will be included in the sample. This is stratified random
sampling. This is “a process in which certain subgroups—often referred to as strata—are
selected for inclusion in the sample” (Mertler, 2019, p. 194). While the data collected will be in
regard to the students, teachers of these students will be asked to compile data they have
collected or observed in regard to the academic, behavioral, and social aspects of the general
education students.
These students will be chosen for this study, because it is in 2nd grade when students with
behavioral needs seem to become more pronounced. At this point in their elementary school
education, there is definite difference in their behaviors and that of general education students.
The sample will span multiple grade levels in hopes to gain an accurate picture of the effects of
students with behavioral needs on the students of the school, not just students in a specific grade
level. This will also show if students in a certain grade level have effects that are nonconforming
to the other grade levels.
Data Collection Instruments
Final Research Proposal 14
This research will include multiple data collection instruments. One of the main types of
data collection instruments will be surveys that include both qualitative and quantitative
questions. These Likert-style surveys will developed by the researcher. Following the
administration of the surveys and using the data from the surveys, interview questions will be
designed to narrow the focus of the research. There will be fewer questions, but these questions
will go much more in depth. By using the survey questions to develop interview questions, the
researcher will be using explanatory sequential design. This design “begins with the collection
and analysis of quantitative data” and “the second phase of the study is characterized by the
collection of qualitative data (Mertler, 2019, p. 125-126).
Another instrument used will be a document or chart to record observational data. Leedy
and Ormrod (2013) found that “Quantitative observational studies typically focus on a particular
aspect of behavior that can be quantified through some measure” (Mertler, 2019, p. 95). These
observations will be logged on a chart that will be provided in order for the data to remain as
consistent as possible.
Procedures
This research will include various steps in both the qualitative and quantitative methods.
The first step in the procedure will be to give surveys to both students and teachers. Teacher
surveys will contain questions regarding what they notice about the behaviors and achievement
of the general education students. Student surveys will contain questions about their perceptions
or their classroom environment and ability to learn. These surveys will be given to all students
in the sample and all teachers of those students in order to gain a broad, overall view.
The next step will be to interview teachers and students in an effort to collect perception
data about the general education students’ behavior and achievement. The data collected from
Final Research Proposal 15
the surveys in the first step will be used by the researcher to develop more in-depth questions for
the interviews. Teachers will be interviewed for candid responses about what they observe about
the behavior of general education students. Students will be interviewed for candid responses of
their experiences in the classroom related to students with behavioral needs. Only select students
and teachers will be interviewed. These include all teachers of students with behavioral needs
and two students from each classroom that contains a student with behavioral needs. The
interview questions will be much more focused and take more time to answer than the previous
survey questions.
A third step will be that of classroom observation of the general education students. The
researcher will observe and log the behaviors of general education students when students with
behavioral needs act out. In a qualitative manner, the researcher will document in narrative style
the observed behaviors of the general education servants. Additionally, in a quantitative manner,
the researcher will be log how many times general education students react in the following
ways: mimicking, joining in by performing similar actions, covering their ears, putting their
heads down, putting up the quiet sign, asking the student with behavioral needs to stop,
discontinuing their schoolwork, and discontinuing to pay attention. This data will then be
compared to the survey and interview data to determine if the data remains consistent or if
discrepancies are found.
A final step will be to collect preexisting data such as behavioral logs, attendance data,
and achievement data. This data, which is quantitative in nature, will show which students have
difficulties in some areas, difficulties in all areas, or recent difficulties. By looking at trend data
from an extended period of time, this will give a better picture of when the difficulties started
and if the difficulties could possibly be related to the student being placed in a classroom with
Final Research Proposal 16
one or more students with behavioral needs. This will provide hard data regarding issues that
may have arisen out of the inclusion of students with behavioral needs.
Ethical Consideration
One of the main ethical considerations in this study will be the privacy of all students
involved. Gay, Mills, and Airasian (2009) stated that “researchers protect participant
confidentiality when they know the identities of the participants, but do not disclose that
information to people outside of the research study (as cited by Mertler, 2019, p. 47.) This will
include not only the general education students who will be involved in the interviews, surveys,
and observations, but also the students with behavioral needs who will be present in some
classes. Additionally, parental permission must be gathered in order to allow students to
participate in not only interviews, surveys, and observations, but also for the collection of their
attendance and behavioral data. Mertler and Charles (2011) stated that “the parent or legal
guardian must give permission for a child to participate; the child can only assent to participate”
(as cited by Mertler, 2019, p. 26). Finally, it will be important for the researcher to remain
objective during the study. Due to the time spent with the participants, “it may have an undue
influence on the objectivity of the qualitative researcher, as well as on the analysis of data and
subsequent interpretation” (Mertler, 2019, p. 50). This is a consideration the researcher will need
to take in order to remain neutral.
Data Analysis
To analyze the data collected from the research question about how the inclusion of
students with severe behaviors affects general education students, the analysis will be largely
qualitative inductive analysis. Although this study will be mixed method research, the study will
focus on qualitative data. “When conducting qualitative analysis, the researcher begins with
Final Research Proposal 17
specific observations (i.e., data), notes any patterns in the data, formulates one or more tentative
questions of interest, and finally develops general conclusions and theories” (Mertler, 2019, p.
180). Additionally, using the data gained from the qualitative inductive analysis leading to a
quantitative deductive portion of the study.
In the analysis, a goal will be to look for trends in the perceptions of general education
students and teachers’ perceptions of how general education students are affected by the
inclusion of students with behavioral needs. While analyzing the data from the interviews and
observations, a coding scheme will be used to narrow the amount of data that will be collected.
Parsons and Brown (2002) stated that a coding scheme is a system of categorization that allows
researchers to categorize data according to patterns and themes (Mertler, 2019, p. 181). A
spreadsheet will be created to record the coded data. Leedy and Oromond (2013) found that
“For some qualitative research studies, a simple spreadsheet program like Excel may be
sufficient for data organization” (Mertler, 2019, p. 182).
Once these trends have been determined from the qualitative analysis, a hypothesis can
be determined for use in quantitative deductive analysis. For example, if the interviews and
observations show that general education students feel unsafe in a classroom with a student who
has behavioral needs, then a hypothesis could be made that these students have more frequent
absences. Additionally, for the quantitative portion of this data analysis, the preexisting data
such as behavioral logs, attendance data, and achievement data will be analyzed for significant
changes, anomalies, and trends. For the Likert-style surveys, numerical values will be added to
each of the ratings to make quantifying the data simple. “The process might be as simple as
including the assigned numerical values directly on the instrument” (Mertler, 2019, p. 223)
making it easier to compile the quantitative data.
Final Research Proposal 18
When collecting data for both the qualitative and quantitative portions of this research, it
is important to ensure validity. The triangulation by using multiple methods will help with this
validity. “The use of multiple methods and sources of data collection only serve to enhance the
validity of research findings” (Mertler, 2019, p. 179). Another method to ensure validity will be
the length of the study. This study will continue for an entire school year, thereby creating a
more valid study. “The more time you spend in the setting, the more likely you are able to
determine what is typical, atypical, and problematic with that setting…” (Mertler, 2019, 179).
Final Research Proposal 19
References
Blank, C. & Chavit, Y. (2016). The association between student reports of classmates’
disruptive behavior and student achievement. Aera Open, 2(3), 1-17. Retrieved from
https://journals.sagepub.com/doi/pdf/10.1177/2332858416653921
Carrell, S.E. & Hoekstra, M.L. (2009). Domino effect. Education Next, 9(3), 59-63. Retrieved
from https://www.educationnext.org/files/domino_effect.pdf
Constaninescu, C. & Sameuls, C.A. (2016). Studies flag potential downside to inclusion.
Education Week, 36(3). Retrieved from
https://www.edweek.org/ew/articles/2016/09/07/studies-flag-potential-downside-to-
inclusion.html
Evins, A. (2016). The effects of inclusion classrooms on students with and without
developmental disabilities: Teachers’ perspectives on social, emotional, and behavioral
development of all students in inclusion classrooms. University of Denver. Retrieved
from
https://digitalcommons.du.edu/cgi/viewcontent.cgi?article=1030&context=capstone_mast
ers
Gilmour, A.F. (2018). Has inclusion gone too far?: Weighing its effects on students with
disabilities, their peers, and teachers. Education Next, 18(4), 8-16. Retrieved from
https://www.educationnext.org/has-inclusion-gone-too-far-weighing-effects-students-
with-disabilities-peers-teachers/
Gottfried, M.A., Egalite, A., & Kirksey, J. (2016). Is there a link between classmates with
emotional and behavioral disorders and other students’ absences? Retrieved from
https://files.eric.ed.gov/fulltext/ED567229.pdf
Final Research Proposal 20
Gottfried, M.A. & Harven, A. (2014). The effects of having classmates with emotional and
behavioral disorders and the protective nature of peer gender. The Journal of
Educational Research. Retrieved from
https://www.academia.edu/35343539/The_Effect_of_Having_Classmates_with_Emotion
al_and_Behavioral_Disorders_and_the_Protective_Nature_of_Peer_Gender
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). Retrieved from
https://sites.ed.gov/idea/about-idea/#IDEA-History
Mertler, C.A. (2019). Introduction to educational research. Thousand Oaks, CA: SAGE
Publications.
Special Education Rights and Responsibilities. (n.d.). Information on least restrictive
environment. Retrieved from https://www.disabilityrightsca.org/system/files?file=file-
attachments/504001Ch07.pdf
Ross-Pike Educational Service District. (n.d.). Least restrictive environment guidance
document. Retrieved from
http://www.rpesd.org/Downloads/LRE_in_Guidance_Document.docx
Weinman, M.G. (2010). The effects of inclusion of students with emotional disturbance on the
altruism levels of general education third and fourth grade predominantly Hispanic
students. Walden University. Retrieved from https://search-proquest-
com.cucproxy.cuchicago.edu/docview/803696246/395ACAA7B0EF4955PQ/5?accountid
=27800
Final Research Proposal 21