Inclusive Education at a 4 Year Institution in New York State: Perspectives of Students, Faculty, and Administration

Abstract

The goal of this research was to conduct an overview assessment of the inclusive education program at Rush University through the perspectives of students, faculty, and administrators. This research was developed and conducted in order to add to the existing knowledge on inclusive education at the post-secondary level. The study used quantitative surveys to poll students with disabilities (SWD) and faculty that have been involved in the program. The findings found a several commonalities between responses related to effectiveness and an understanding of inclusive education. The inconsistencies arise in the students understanding of their personal accommodations and the faculty opinions of effectiveness, training, and support from their institution. These results highlight a need for further research into the inconsistencies and a larger scope of the effectiveness of the program.