Halim Yasar 18030727

Assignment Two: Literature Review and Data Collection Protocol

Sub-topic Question: “What are the positive implications of inclusive education in classroom
management?”
Part A: Literature Review
Introduction

Over the past few decades, inclusive education has experienced a massive shift in popularity

within the western world, in response to the growing number of students with disabilities

entering mainstream classrooms (Donoughue, Chalmers, 2000). Inclusive education is the

pedagogical practice that emphasizes the inclusion of every student in all aspects of education by

properly accommodating them with the “necessary services and support” (McCrimmon, 2015,

p.234). It includes all individuals regardless of gender, culture, ability, and class (Kozleski et al,

2007), providing an equitable education to “all children in regular schools which had previously

excluded them” (Terzi, 2014, p.1). Furthermore, regarding classroom management, there is a

positive correlation between the integration of inclusive education within classrooms and

positive classroom management outcomes for all students, not just students with disabilities

(Donoughue & Chalmers, 2000; Jordan, Schwartz & McGhie-Richmond, 2009; Cornelius &

Balakrishan, 2012). This literature review will present findings and theories regarding inclusive

education that highlight the effectiveness of inclusive practices as tools to address issues

regarding classroom management.

Background

While the first semblance of inclusive practices dates back to the 1970s, the policy document

which ushered in the global movement of inclusive education was the Salamanca agreement

1994, in which various international organisations and governments agreed to adhere to the

guidelines of the Salamanca statement, which is a set of standards regarding the inclusivity of
Halim Yasar 18030727

students with disabilities into mainstream/general education. This policy document, and others

that preceded and followed, such as the Disability Discrimination Act 1992 and Disability

Education Act 2005, paved the way for inclusive education in schools as a global identifier

regarding the education of students with disabilities. Inclusive education is now standard practice

within many schools and accepted in “nearly all countries as the key philosophy educating

students with SEN” (Chao et al., 2016, p.360).

Barriers for the implementation of inclusive education.

While inclusive practices are paramount in the inclusion of all students, there are barriers

hindering its application within classrooms. One of these potential barriers is the amount of time

and resources required for the effective implementation of inclusive practices within schools, as

depicted in a study conducted by Pearman et al. (1997), in which among 558 teachers being

interviewed, 74% conveyed a sense of “concern” with time management regarding inclusive

practices (p.17). Participants in another study conducted by Shevlin, Winter & Flynn (2013)

corresponded with these claims, citing that the time required to properly implement inclusive

practices, such as meeting with various stakeholders and preparing individual lesson plans etc.,

increases the workload on the teacher, which as a result negatively impacts their ability to teach

the curriculum. These concerns were reflected in the Horne and Timmons (2009) study, where

85% of teachers were “concerned or very concerned” with having enough time to deliver

adequate education to all students” (p. 283)

The second barrier to the implementation of inclusive practices is the lack of training provided to

teachers. The ability to effectively implement inclusive practices in classrooms requires

additional skills, positive attitude and patience. Werts et al. (1996) indicated that 77% of teachers

required additional and ongoing training on effectively educating students with disabilities.
Halim Yasar 18030727

Horne and Timmons (2009) stated that, on a survey distributed to teachers working at a school in

Canada, there was a consensus on the necessity of further training for the “effective integration

of students with special needs” (p.281). Furthermore, regarding classroom management, studies

indicate that many teachers fail to properly instruct students with disabilities and that teachers

“express a high level of concern with behavioural problems occurring while instructing a student

with special needs” (Emma & Stough, 2001, p. 108).

The third barrier is negative teacher attitudes towards inclusive practices. Studies indicate that

there is an issue of negative teacher attitudes towards the implementation of inclusive practices

as teachers are “resistant to having to differentiate for pupils judged to be “weaker” (Shevlin,

Winter & Flynn, 2013, p.1129). Developing positive teaching attitudes towards inclusive

practices is crucial, as Anderson & Boyle (2015) stated, teachers attitudes towards inclusive

practices can either provide an environment conducive to effective learning outcomes and

classroom management, or be a barrier for students learning as negative teacher attitudes are

likely to affect their commitment, and in extension the efficacy of inclusive practices (Pivik,

Mccomas & Larflamme, 2002). Shevlin, Winter & Flynn (2013) also mentioned that the older,

more experienced teachers were the ones who primarily had a negative attitude towards inclusive

education. Therefore, it is crucial to provide ongoing training of all teachers using sensitivity and

awareness programs regarding inclusive practices to encourage positive attitudes in teachers

(Pivik, Mccomas & Larflamme, 2002), and to incentivise inclusive education as a practical tool

for classroom management.

Inclusive education practices and strategies

Co-Teaching is an inclusive practice developed to handle student misbehaviour while also

providing an environment conducive to learning by allocating two teachers to one classroom, in

Halim Yasar 18030727

which one manages the classroom and the other teaches (Rytivaara, 2012). It is worth noting that

while there is substantial research available on the efficacy of classroom management in

classrooms with only one teacher, available research on co-teaching and its effectiveness on

classroom management is few (Rytivaara, 2012). The study conducted by Rytivaara (2012)

indicates that the shared workload and allocation of roles (teaching and disciplinary roles) allows

teachers to perform more efficiently in classes due to the decreased workload on the individual

teacher. Furthermore, the presence of another adult who oversees disciplinary duties allows for

the management of behavioural issues in the classroom without jeopardising the pedagogical

integrity of the lesson. as the teacher whose teaching would not need to stop to deal with

misbehaviour. (Rytivaara, 2012).

Soodak (2013) provides an inclusive practice that can be used to student behavioural problems in

a "respectful and inclusive manner” (p.330). This approach is called positive behavioural

support, which is an intervention strategy that utilises meaningful teaching strategies to

encourage positive, healthy behaviours (Soodak, 2013). Behavioural support revolves around the

notion that student misbehaviours are contextual and “purposeful” and that “interventions should

reflect an understanding of and respect for the student’ (Soodak, 2013, p.330). Additionally, a

localised version of this strategy, adapted by the NSW government, the Positive Behaviour for

Learning (PBL), is similar to the Behavioural support program, which encourages proactive

interventions of behavioural problems through the promotion of positive behaviours through

clear communication with students (Mooney et al. 2008). The purpose behind both strategies is

to develop a positive behavioural change from within the student and encourage self-efficacy

regarding behaviour, promoting long term transformation (Soodak, 2013; Mooney et al. 2008).

These strategies therefore differ from traditional forms of behavioural management, such as
Halim Yasar 18030727

punishment, which while common due to its immediate results and “easy to administer” nature

(maag, 2001, p.175), has minimal affect in promoting an environment conducive to positive

behaviours (Maag, 2001; Soodak, 2013; Mooney et al. 2008). These inclusive practices therefore

encourage an intrinsic sense of positive behaviour that proactively intervenes with problematic

behaviours.

Conclusion

This literature review analysed the advantages of implementing inclusive educational practices

within the classroom and its positive effects on the different facets regarding classroom

management, i.e. behavioural management and learning outcomes. However as noted, there are

drawbacks to the implementation of inclusive education such as time, insufficient training and

teacher attitudes. Furthermore, inclusive education is still a relatively new discipline in which

inclusive practices, such as co-teaching, lack substantial research. Therefore, further research is

required to understand the full capabilities of inclusive practices.

Halim Yasar 18030727

Part B: Research Protocol/Consent Form

Interview Protocol. Establish the pre-service teachers name, key learning area and address any concerns

or inquiries that the participant might have. Provide the participant with the consent form detailing the

research, its purpose and ethical practices concerning their participation. Interviews will run

approximately 10-20 minutes, and will be conducted using a qualitative design in a semi-structured style.

The participant pool for this research is 5 preservice teachers. The research framework and method

utilised by Pedro (2015) influenced the following table concerning the research/interview protocol.

Research questions Concepts and themes relating interview Questions

1.what are the positive/negative
implications of inclusive
education in classrooms
containing students with
behavioural problems
to literature review
Teachers beliefs about
inclusive education
Drawing on teachers’ personal
beliefs, experiences and values
regarding inclusive education
and its efficacy
1. how would you define
inclusive education
2.What are some benefits of
inclusive practices as classroom
management strategies
3.have you dealt with
misbehaviour in inclusive
classrooms? If yes, how?

2. how do teachers’ beliefs,
values and attitudes have an
inherent impact on the efficacy of
inclusive practices in managing
classrooms?
3. what are the implications, if
any, of incorporating two
teachers in the classroom for
classroom management
outcomes? Why?
4. are inclusive practices such as
positive behaviour for learning
(PBL) and positive behaviour
support (PBS) effective models
for intervening in problematic
behaviours in the classroom
Teachers attitudes, values and
beliefs
Draw on teachers attitudes and
its impact on inclusive
practices, and inquire about
strategies to improve teacher
attitudes
Teachers views and opinions
about co-teaching
Draw on the effectiveness,
advantages and disadvantages
of co-teaching
Behavioural management in
classrooms
Draw on personal experiences,
its implementation with
different KLA and compare to
traditional forms of behavioural
management
1.why would teachers’ attitudes
have a positive/negative impact
on the implementation of
inclusive practices
2.what strategies would you
recommend to improve teachers
attitudes
1. have you ever experienced
being in a classroom with
multiple teachers
2. what are the potential issues
and/or advantages of co-
teaching
1. have you experienced
positive behaviour models
during your time at school or
placement, if so, was it
effective.
2. do you believe that these
strategies could replace
Halim Yasar 18030727
5. what are some
constraints/barriers/disadvantages
of inclusive education regarding
effective classrooms management
practices.
Disadvantages of inclusive
education
Draw on teachers knowledge
and opinions on the barriers of
inclusive education
traditional methods of
behavioural management.
3.how would you implement
these models in your
classrooms, regarding your
specific KLA
1. what would you do to counter
these constraints
2. why do you believe that these
are disadvantages in the
implementation of inclusive
education
Halim Yasar 18030727

Dear Potential Participant:

I am working on a project titled “What are the positive implications of inclusive education in classroom
management?” for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of
the project, I am collecting information to help inform the design of a teacher research proposal.
The goal of my research is to develop an understand of inclusive education and practices, and its efficacy as a
tool regarding classroom management. This research will examine the positive implications of inclusive
education practices on all facets of the classroom, such as inclusivity, behavioural management and learning
outcomes. it will also evaluate the different perceptions that pre-service teachers have on inclusive education,
and how these perceptions and attitudes impact the effective implementation of inclusive education. Data will
be collected through semi-structured qualitative interview.
By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the information and
my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and any
questions I have about the project have been answered to my satisfaction.
 I consent to being interviewed and having the interview recorded by both pencil & paper, and audio
recording.
 I understand that my involvement is confidential and that the information gained during this data
collection experience will only be reported within the confines of the ‘Researching Teaching and
Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship with
the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student who
is 17 years old.
Signed: __________________________________
Name: __________________________________

Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________
Name: __________________________________
Date: __________________________________
Halim Yasar 18030727

Part C – protocol explanation/justification

The data collection procedure above incorporates several collection methodologies into one

concise research protocol. A qualitative data collection approach with the use of semi structured

interviews were adapted in the research protocol. Qualitative interviews enable the researcher to

capture the “experiences, ideas and feelings of participants” (Kervin et al, 2016, p. 33) that

otherwise would not be possible with other approaches, such as with quantitative studies

(Rabionet, 2011). This was selected as I wanted to capture the participants subjective

experiences and opinions regarding inclusive education. As my participants are all Pre-service

teachers, they would have either had exposure to classrooms with inclusive practices or due to

their training and education, would have subjective opinions regarding inclusive education.

The interviews are semi structured as to gauge specific responses from the participants relating

to the literature review, particularly around the primary themes that were extrapolated from the

literature review. also, semi structured interviews offer a sense of informality that structured

interviews fail to deliver. The questions remain open ended to allow participants to freely

explore additional avenues and express their innate beliefs, and enable exploration and probing

of answers provided by participants (Mcintosh & Morse, 2015; Qu & Dumay, 2011). Therefore,

semi structured interviews were selected as it provides a level of relevancy to the topic due to the

structured responses, while also allowing the researcher to “remain responsive to the

participants”, providing concise and unique responses, making it “unique among interview

methods (Mcintosh & Morse, 2015, p.1). The research questions were carefully selected to relate

back to the themes that were extrapolated from the literature review. The interview questions

were then designed to align with these themes to provide concise and informative data that

relates back to the research question. As to gain the full benefits of utilising qualitative semi-
Halim Yasar 18030727

structured interviews, the questions were structured to gauge the participants personal

beliefs/opinions and their individual experiences as a pre-service teacher.

Pre-service teachers, who were selected to be interviewed might have interesting and unique

insights as future educators, into the implementation of inclusive practices regarding classroom

management. Furthermore, as seen in the literature review, additional research is needed

regarding inclusive education on the opinions of pre-service teachers’. As mentioned in the

literature review most teachers who had negative attitudes towards the implementation of

inclusive practices were older, more experienced teachers (Shevlin, Winter & Flynn, 2013),

therefore pre-service teachers might offer a more fresh and positive outlook regarding the

implementation of inclusive practices. I have selected audio recording as it provides an accurate

method of data recording (Irving, 2006) while not as intrusive as video recording.

As for the research protocols contribution to the development of my groups topic, the research

questions and themes, while revolving around inclusive practices and education, all relate back

to positive classroom management practices. This topic is therefore just one of the key

components that make up the overarching topic of effective classroom management strategies.

The other areas covered, such as ICT and teacher reflexivity, are the other components that once

combined would provide a holistic approach to classroom management.

Halim Yasar 18030727

Bibliography (for literature review, data collection protocol, and explanation)

Australian Government. (1992). Disability Discrimination Act 1992. Retrieved from
https://www.legislation.gov.au/Details/C2017C00339/Download
Chao, Chow, Forlin, & Ho. (2017). Improving teachers’ self-efficacy in applying teaching and
learning strategies and classroom management to students with special education needs in
Hong Kong. Teaching and Teacher Education, 66, 360-369. doi:
https://doi.org/10.1016/j.tate.2017.05.004.
Department of Education and Training. (2005). Disability Standards for Education 2005. Retrieved
from https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_
2005_plus_guidance_notes.pdf
Donoghue, Thomas A, & Chalmers, Ron. (2000). How teachers manage their work in

inclusive classrooms. Teaching and Teacher Education, 16(8), 889-904. doi:

https://doi.org/10.1016/S0742-051X(00)00033-0.

Emmer, E., & Stough, L. (2001). Classroom Management: A Critical Part of Educational
Psychology, With Implications for Teacher Education. Educational Psychologist, 36(2),
103-112. doi: 10.1207/S15326985EP3602_5
Horne, P., & Timmons, V. (2009). Making it work: Teachers’ perspectives on inclusion.
International Journal of Inclusive Education, 13(3), 273-286. Doi:
10.1080/13603110701433964
Kervin, L. (2006). Research for educators. Cengage Learning Australia.

Maag, J. (2001). Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement

in Schools. Exceptional Children, 67(2), 173-186. Doi: 10.1177/001440290106700203
McIntosh, M., & Morse, J. (2015). Situating and Constructing Diversity in Semi-Structured
Interviews. Global Qualitative Nursing Research, 2, Global Qualitative Nursing
Research, 2015, Vol.2. DOI: 10.1177/2333393615597674
Mooney, M., & University of Western Sydney. (2008). Positive behaviour for learning

investigating the transfer of a United States system into the New South Wales
Halim Yasar 18030727

Department of Education and Training Western Sydney Region schools : Report .

Penrith, NSW: University of Western Sydney.

Pearman, E., Huang, A., & Mellblom, C. (1997). The Inclusion of All Students: Concerns and
Incentives of Educators. Education and Training in Mental Retardation and
Developmental Disabilities, 32(1), 11-20. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/24481561
Pedro, J. (2005). Reflection in teacher education: Exploring pre‐service teachers’ meanings of
reflective practice. Reflective Practice, 6(1), 49-66.
Pivik, J., McComas, J., & Laflamme, M. (2002). Barriers and Facilitators to Inclusive Education.
Exceptional Children, 69(1), 97-107. Doi: 10.1177/001440290206900107
Qu, S., & Dumay, J. (2011). The qualitative research interview. Qualitative Research in
Accounting & Management, 8(3), 238-264. DOI: 10.1108/11766091111162070
Rabionet, S. E. (2011). How I learned to design and conduct semi-structured interviews: an
ongoing and continuous journey. The Qualitative Report, 16(2), 563+. Retrieved from
http://link.galegroup.com.ezproxy.uws.edu.au/apps/doc/A256280487/AONE?u=uwsydne
y&sid=AONE&xid=545901b4
Rytivaara, A. (2012). Collaborative classroom management in a co-taught primary school

classroom. International Journal of Educational Research, 53, 182-191. doi:

https://doi.org/10.1016/j.ijer.2012.03.008

Shevlin, M., Winter, E., & Flynn, P. (2013). Developing inclusive practice: Teacher

perceptions of opportunities and constraints in the Republic of

Ireland. International Journal of Inclusive Education, 17(10), 1119-1133.Doi:

10.1080/13603116.2012.742143

Seidman, I. (2006). Interviewing As Qualitative Research : A Guide for Researchers in

Education and the Social Sciences. New York: Teachers College Press.

Soodak, L. (2003). Classroom Management in Inclusive Settings. Theory Into Practice, 42(4),
Halim Yasar 18030727

327-333. doi : 10.1207/s15430421tip4204_10

Terzi, L. (2014). Reframing inclusive education: Educational equality as capability equality.
Cambridge Journal of Education, 1-15. Doi: 10.1080/0305764X.2014.960911
UNESCO. (1994) The Salamanca Statement and Framework for Action on Special Needs
Education. Paris: UNESCO. Retrieved from: http://www.unesco.org/education/pdf/
SALAMA_E.PDF
Werts, M., Wolery, M., Snyder, E., Caldwell, N., & Salisbury, C. (1996). Supports and
Resources Associated with Inclusive Schooling: Perceptions of Elementary School
Teachers about Need and Availability. The Journal of Special Education, 30(2), 187-203.
DOI: 10.1177/002246699603000204