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Inclusion
Abstract
This action research study is focuses on special education in inclusionary settings.
It looks at the interactions between general education teachers and special education
students, as well as the effects of using visual schedules with students. It begins with a
reflection of the topic as well as a review of literature about inclusion. Next it goes into
the purpose of the study, the setting and participants, and the interventions that are used.
Information for data collection and the plan to increase validity follow. Lastly there are
projected results and conclusions of the study.
Inclusion
Research Focus
Inclusion is a reality in special education programs across the nations. Sometimes
students are only included in special education for a very limited time, but other students
spend much of their day in the general education classroom. Each student is unique with
distinctive needs and so appropriate accommodations are set for them. But what makes an
inclusion setting successful? As a special education teacher in a lower elementary
classroom, I want to learn more about what can make these environments most
successful. I believe that each student deserves the best individualized education possible
and this research should reveal best practices for parties involved in inclusion, including
administration, general and special education teachers, instructional assistants, and
support staff. By researching the purposes of inclusion, attitudes of those involved,
adapting instruction, impact on general education students, and communication, I hope to
learn more about what a positive picture of inclusion looks like. The research questions
are as follows: Which techniques do teachers use to produce proper behaviors for special
education students in inclusion settings? And In what ways do visual schedules help
special needs students while theyre in inclusion settings?
Search Process
I began with a broad search of inclusion in schools in the EBSCOhost website,
looking only for articles that were peer reviewed and provided full text options. After
those initial article results, I scanned to only see a few articles that I thought applied to
my study. I added the word success because I specifically wanted to learn about what
made a positive inclusion environment. I looked for grade levels or words that
Inclusion
particularly showed me that the articles were about elementary aged children, since that is
my focus. I was interested to find a few articles written in other countries. I included
these as I thought they would be helpful for diverse perspectives.
Literature Review
Inclusion comes from students in the United States having the right to their own
least restrictive environment in schools (Hammel, 2004). Special education students can
spend the day in the general education classroom with their peers if it is an appropriate
learning environment for them. Schools are required to provide proper support to help
students succeed in these settings. Not only does this help students academically, but also
it provides a major advantage for them in a social context. By interacting with students
their own age, they are apt to improve socially (Gibb, Tunbridge, Chua, & Frederickson,
2007).
Attitudes of school personnel (classroom and special education teachers,
instructional assistants, administration, and support staff) are crucial in the inclusion
process. Classroom teachers who are involved in inclusion often have a positive attitude,
and their attitudes rub off on their students. The discouragement from teachers comes
when teachers do not feel capable of meeting the needs of the students with special needs
(Minke & Bear, 1996). Principals, in general, seem to be supportive, and believed that in
order for inclusion to be successful; classroom teachers must have assistance (Idol, 2006).
Principals are not the only ones contemplating the effects of inclusion. Teachers
agree that in order for them to provide a decent education for the special needs students,
they need help. Teachers who are given proper support and resources have a better
Inclusion
attitude and more positive experience about inclusion (Batu, 2010). However, many
teachers did not feel prepared to adapt instruction for special needs kids on their own
(Smith & Smith, 2006), they need help. Best practices of inclusion were only shared in a
few articles. However, some researchers noted that visual displays prove to be helpful for
students with special needs (Batu, 2010) as well as activities that are hands on (Hammel,
2004).
Despite the struggles teachers may have in accommodating special needs children
in their general education classrooms, there are a lot of positive effects for the other
students in the classroom. Although some students seem to be unaffected by the presence
of a special education peer, most appear to benefit by the addition in the classroom (Idol,
2006). Gibb, Tunbridge, Chua, & Frederickson found that sometimes special needs kids
who are with general education peers can be more likely to be a target for bullying
(2007). However, if students start at a young age in inclusion classrooms, then general
education students are likely to become more accepting.
Communication is important in all aspects of our lives, and schools are no
exception. Special education students who are included in the general education
classroom have so many adults involved in their schooling that often communication falls
through the cracks. As a result, teachers seem unsure of their roles and how to best carry
them out (Idol, 2006). Also, as students move up to the next grade each year, there is
often poor communication between teachers (Fox, Farrell, & Davis, 2004). Unfortunately
this means that the positive techniques that teachers learn are not being passed on.
Inclusion
Inclusion
class size of 22 students. Parents are very involved in the classrooms and helping with
outside activities. Last year eight students were suspended from the school and none
were expelled. In the district 15% of students receive free or reduced lunch. About 12%
of the students receive special education services. The group of participants is students in
kindergarten-grade three who are in the mild-moderate special education classes. They
are either on the autism spectrum or have Downs syndrome. These students spend a
variety of time in general education classrooms, according to their needs in their
individualized education programs. This ranges from only going to special classes (art,
music, physical education, and library) to spending almost the entire day in the general
education classroom. The special education students are offered the following support,
according to their needs: speech, occupational therapy, physical therapy, adaptive
physical education, and access to the sensory room.
Intervention
The intervention will include giving students a picture schedule of what is
happening so they know what to expect next. When needed a reward can be put in the
schedule so the student has something to work towards during a time that is hard for
him/her. For many students a schedule with pictures will work best. That way they can
move the activity off of the schedule when theyve completed it. The student will also be
reminded verbally, First youll listen to the story then it will be recess time.
Data Collection Strategies
Data collection is a crucial step in any research project. First, baseline data is
definitely important in this study because Ill want to be able to see growth over the
Inclusion
weeks that Im observing. Ill need to know how students are reacting to teachers and
how students are doing without visual schedules at the beginning of the study. I will
begin with baseline data and track students for one grading period (nine weeks). I will
compile data at the end of each week to show the progress that has been made. I will use
a checklist to record interactions between the general education teacher and student to
show when proper behaviors are taking place. It will also specifically list behaviors
connected with visual schedules to show specific actions that students are participating
in. Field notes will help me to write specific phrases or techniques that teachers used to
take the student from misbehaving to proper behavior. Photographs are another type of
observational data that can help others to see varying environments and pictures of the
visual schedules.
Plan for Increasing Validity
Process validity will be an important type of validity in this study. Since the
amount of participants is small (eight students), nine weeks of daily study of each student
is a thorough amount of time to observe students in various settings and at a variety of
times throughout the school day. One quarter of the school year is plenty of time to
watch the growth and change of students. It also gives time to start new practices in the
final quarter of the school year.
It is crucial that results of the study are displayed in an honest, accurate way.
Neutrality/confirmability shows that this can be done by not only being aware of ones
own biases, but by being intentional throughout the study to show what actually
happened. Observations and field notes should help with the accuracy and the
Inclusion
Inclusion 10
is an important study because it aims to help both students and teachers. I hope that it
would be able to provide best practices for other teachers to learn from. Im confident
that it would be useful for students as well. It is important that we, as educators, continue
to strive to make inclusion settings the best they can be for our students.
Inclusion 11
References
Batu, E. (2010). Factors for the success of early childhood inclusion & related studies in
turkey. International Journal Of Early Childhood Special Education, 2(1), 57- 71.
Fox, S., Farrell, P., & Davis, P. (2004). Factors associated with the effective inclusion of
primary-aged pupils with down's syndrome. British Journal Of Special Education,
31(4), 184-190.
Gibb, K., Tunbridge, D., Chua, A., & Frederickson, N. (2007). Pathways to inclusion:
Moving from special school to mainstream. Educational Psychology In Practice,
23(2), 109-127.
Hammel, A. M. (2004). Inclusion strategies that work. Music Educators Journal, 90(5),
33.
Idol, L. (2006). Toward inclusion of special education students in general education: A
program evaluation of eight Schools. Remedial And Special Education, 27(2), 7794.
Minke, K. M., & Bear, G. G. (1996). Teachers' experiences with inclusive classrooms:
Implications for special education reform. Journal Of Special Education, 30(2),
152.
Smith, M.K., Smith K. E. (2000). I believe in inclusion, but...: Regular education early
childhood teachers perceptions of successful inclusion. Journal of Research in
Childhood Education, 14(2).
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Wiebe Berry, R.,A. (2006). Inclusion, power, and community: Teachers and students
interpret the language of community in an inclusion classroom. American
Educational Research Journal, 43(3), 489-529.
Inclusion 13
Appendix A: Checklist
Details:
-One checklist is used per lesson/observational period (math lesson, music class,
lunchtime, recess, etc.
-Multiple checkmarks are put for repeated behaviors
-Student is the special needs student in the classroom. Teacher refers to the general
education teacher.
Student Name_______________________________ Date________________________
Observational period__________________________Time________________________
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Appendix B: Informed Consent Form
Authorization for a Minor to Serve as a Research Participant
Dear Parents,
I will be conducting a study in our school (at various times throughout the day including
lunch, recess, special classes and times in general education classrooms) to determine the
best techniques that teachers can you to effectively work with students. I will also be
researching the impact of visual schedules have on students. Students will not be
completing extra work or assignments for this study. This has been approved by the
principal, but is voluntary for your students. If you have questions, you may contact me
at any time.
The goal of the study is to better serve students at our school by learning about effective
means of behavior management and the usefulness of visual schedules. It will take place
at Eel River Elementary for nine weeks, from on January 6, 2014 March 7, 2014 (third
quarter). I will collect data mostly through the means of observation, but also checklists
of student behaviors. I will use photographs as evidence of which visual schedules
worked (or didnt work) for particular students.
This study can benefit your child because it will give me a deeper look at how I can best
serve him/her. Emily Ring, the special education teacher, and I will be the only ones able
to interact the data from the study. I will be the only one with access to anything
associated with your childs name/identity.
Use of your childs data is completely voluntary. If at any time you wish not to have your
childs data included in the study, please contact me and Ill be more than happy to
comply.
Please check the appropriate box and sign below.
My childs data may be used in this study. I understand I will receive a copy of this
form. I have read and understand this form.
My childs data may not be used in this study.
Childs name_______________________________________
Signature of parent/guardian______________________________ Date______________
Adapted from Figure 4.2: Informed consent template for minors
Inclusion 15
Appendix C: Timeline
October 15-20
October 21-27
Oct. 28-Nov. 1
November 1-8
November 9-16
November 17-24
Nov. 25-Dec. 20
January 6-24
Jan. 27-Feb. 14
Feb. 17-Mar. 7
March 10-21
Mar. 24-April 4
April 7-18