TL;DR: The authors examined how inclusion services are delivered in Kentucky rural regular schools and found that approximately 80 percent of responding schools practiced some form of inclusion, with variations in program implementation in terms of severity of disability or time spent in the regular classroom.

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Abstract: This paper examines how inclusion services are delivered in Kentucky rural regular schools. Survey responses were received from special educators in 261 rural regular schools throughout Kentucky. Vocational schools, treatment centers, alternative schools, and other special schools were not included in the survey. Results indicate that approximately 80 percent of responding schools practiced some form of inclusion, with variations in program implementation in terms of severity of disability or time spent in the regular classroom. It was also found that inclusion practice has increased in Kentucky in recent years, although only seven schools practiced full inclusion and two were planning to adopt it. Findings indicate lack of: teacher preparation, supplementary support, collaboration, and special instructional materials for exceptional students in many regular classrooms. In many schools, the roles of school staff with regard to inclusion practice were not well defined. The majority of regular teachers and many special educators lacked training in providing inclusive services. Contains 34 references and the survey questionnaire. (Author/TD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE INCLUSION PRACTICE IN KENTUCKY RURAL REGULAR SCHOOLS U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOUFtCES INFORMATION CENTER (ERIC) it(\"his document has been reproduced as received from the person or organization originating I. 0 Minor changes hav been made to improve reproduction Qualitye . Points of view or opinions stated in this d oc l ment do not necessarily represent offic OERI position or pol.cy. FENG S. DIN UNION COLLEGE \"PERMISSION TO REPRODUCE THIS MATER) HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)\" Paper presented at the annual convention of the National Rural co Education Association, San Antonio, Oct. 11-15, 1996.

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