Inclusion of handicapped children into regular classrooms is a growing and controversial topic in the field of education. Federal and state legislation addressing this issue first appeared in 197 5 with the Education for All Handicapped Children Act. Most research to date on inclusion has focused on issues surrounding sociological theories, such as symbolic interactionism and stigma. This study, however, utilized organizational theories of education in order to examine the process of implementation. This approach addresses issues at the district level which are of specific concern to classroom teachers. I used qualitative methodology for this study, observing and conducting interviews in a specific school setting. My methodology also included document analysis. My findings indicated the occurrence ofloose coupling throughout the implementation process. This study will argue that although actors at all levels of the system are aware of the sociological theories behind inclusion, the process of implementation causes change in the original policy, and curriculum and classroom activity are loosely coupled to legislation.
Sociology and Anthropology
Hise, Joanna, "The Loose Coupling of Classroom Activity to Integration Legislation: a Micro Perspective" (1994). Senior Independent Study Theses. Paper 5597.
Bachelor of Arts
Senior Independent Study Thesis
© Copyright 1994 Joanna Hise