Action Research Proposal

Inclusion can be defined as providing specially designed instruction and supports for David Koppenhaver! 9/27/05 12:46 PM
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students with special needs in the regular classroom setting. The use of the inclusion
model for teaching students with learning differences is prevalent in many schools,
including my own. At my school only those students who function at the “trainable” level
are taught in self-contained settings however, they have their elective classes with their
nondisabled peers
Each student who is identified as an exceptional student by federal law is required to
have an Individualized Education Plan or IEP. A team of teachers including a special
education teacher, a regular education teacher and the student's parent or guardian
develops this document. The elementary schools that “feed” into my middle school do
not practice the inclusion of their special needs children in the regular classroom setting.
Instead these students are “pulled-out” into small group settings and work on their IEP
goals with a special education teacher. This setting is generally called a “resource”
setting. Individualized instruction geared towards a student's needs is the basis for special
education.
The administration and many teachers at my school are committed to making inclusion
work for our special needs population.

The question is, does the inclusion setting for exceptional students address their
individual goals as stated in their IEP or does the instruction in the regular classroom David Koppenhaver! 9/27/05 12:46 PM
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setting limit the teacher's ability to implement a student's individualized educational plan?
I’m assuming that this is your research question unless you tell me otherwise.
David Koppenhaver! 9/27/05 12:46 PM
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There is a small amount of research concerning the inclusion of special needs students
within the classroom setting while meeting their individualized educational goals. David Koppenhaver! 9/27/05 12:46 PM
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Generally, the research tends to support specialized instruction for students with special
needs while showing the positive benefits of inclusion. A Montanna School district
implemented full inclusion of their students in their elementary schools. In all but one or
two cases it was found that students progressed towards their IEP goals (Fishbaugh and
Gum, 1994). Robert Slavin (1996) concluded from his research that, “powerful
prevention and early intervention programs are preferable to late mainstreaming when
students have already fallen behind their peers. Good intensive, individualized instruction
is the key”.
Inclusion of special needs students in the regular classroom setting can be very beneficial
for students. Students learn from their peers appropriate classroom behaviors, they do not
have to face the embarrassment of being “pulled-out” of class by the resource teacher and
they benefit from higher classroom expectations. Students with disabilities being served
in the regular classroom setting are being taught the state curriculum. Many IEPs are
written so that the student's individual goals are aligned with state curriculum and
standards. With this alignment, students with special needs are expected to achieve the
same goals as their regular peers. Provided in the IEP are supports and modifications
given to the student in order for them to hopefully be successful in this setting. The
benefits of aligned IEPS include higher expectations as well as increased exposure to the
curriculum (McLaughlin, Nolet, Rhim, and Henderson, 1999).However, there is some
research that reports mixed results concerning achievement of special needs students in
inclusion settings (Salend, 2001).
Why does it matter if a student' individual goals on their IEPS are being met in the
regular classroom setting? There are many reasons why this matters. The most important
reason is because these students are often at a disadvantage from the start and we need to
make sure that educators are helping to maximize the learning potential of all students.
Also, it matters because of federal law. The Individuals With Disabilities Act (IDEA)
states that students with disabilities are required to receive their education in the setting to
the maximum extent possible in the least restrictive environment while meeting their
individual educational goals.
The students I will study will be our eighth grade students who are being taught in the
inclusive setting. I have chosen these students for several reasons. They have been in the
inclusive setting for three years and they are a diverse group as far as their disabilities.
Several of the students in the study are hearing impaired, one is autistic, another student
has been diagnosed with Asperger's syndrome and the rest of the students have been
diagnosed with learning disabilities as well as Attention-deficit Hyperactivity Disorder. I David Koppenhaver! 9/27/05 2:07 PM
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have chosen these eighth grade students because 8th grade is known as a “gateway” year
David Koppenhaver! 9/27/05 12:46 PM
for our state. Students must pass the end of grade testing in both reading and math in their Formatted: Font:12 pt
eighth grade year in order to be promoted to the 9th grade.
For my research project I will look at the individual IEP goals for each student. I will
collect data to discern if the regular classroom setting where the students receive their
classroom instruction addresses their individual IEP goals. I will collect the data by
observations of these students in their classroom, teacher interviews, as well as IEP
progress reports. Any objective performance data that can be collected? IEP progress
reports are written by the special education teacher that provides service for the students David Koppenhaver! 9/27/05 12:46 PM
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in the classroom. They include information concerning the student's progress towards
reaching their IEP goals for that year spanning the student's IEP.

Go for it.
References David Koppenhaver! 9/27/05 12:46 PM
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Fishbaugh, M. S., & Gum, P. (1994). Inclusive education in Billings, MT: A prototype
for Rural Schools. (ERIC Reproduction Service No. ED 369 636).
McLaughlin, M., Nolet, V., Rhim, L.M., & Henderson, K. (1999). Integrating Standard:
Including all students. Teaching Exceptional Children, 31(3), 66-71.
Slavin, R.E. (1996). Neverstreaming: Preventing learning disabilities. Educational
Leadership, 53(5), 4-7.