Jacqueline Mantz Rodriguez EDUC 712. Inclusion ( integration and mainstreaming students with...
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ONE SPECIAL SONG OF EXPERIENCE A GENERAL EDUCATION TEACHER’S EXPERIENCES WITH HER STUDENTS IN AN INCLUSION MODEL SENIOR WRITING CLASS Jacqueline Mantz Rodriguez EDUC 712
Jacqueline Mantz Rodriguez EDUC 712. Inclusion ( integration and mainstreaming students with disabilities into general education classes with support)
Inclusion ( integration and mainstreaming students with
disabilities into general education classes with support) (Munoz,
2007) Inclusion is a focus at high schools in the Coachella
Valley
Slide 3
Understanding teachers and students attitudes and experiences
with inclusion is important for developing successful inclusion
programs (Clampit, Hollifield, & Nichols, 2004).
Slide 4
What is the essence of one general education teachers
experiences, in the area of writing, with students in an inclusion
model classroom? How are students in special education
viewed/treated by the teacher and general education students in an
inclusion model classroom? What issues do students and teachers
face in this service model?
Slide 5
A high school in the Coachella Valley A Senior College
Preparatory English Class using the ERWC curriculum (Expository
Reading and Writing Curriculum) Inclusion Model (1/3 students in
special education students and 2/3 students in general
education)
Slide 6
33 years Veteran English Teacher for 23 years Drama Teacher for
10 years Bachelors Degree; dual major Radio Television Film and
English Masters in Education Teacher at specific school for four
years
Slide 7
Seniors 30 students: 19 males, 11 females 2 African American
students, 6 Caucasian males. 2 Caucasian females, 14 Latinas, 6
Latinos 5 special education students with mild to moderate
disabilities: 2 with learning disabilities, 2 Autism, 1 Other
Health Impaired (hearing issue)
Slide 8
Students may have other disabilities but qualifying disability
is the one cited This classroom does not necessarily reflect all
inclusion models at this school or in the area A para-educator was
in the classroom providing support to not only students in special
education but all students.
Slide 9
interviewed Teacher T for thirty minutes before observing her
Expository Reading and Writing Curriculum (ERWC) senior language
arts class. The observation of the classroom lasted forty-five
minutes. Teacher was orally interviewed using guiding questions and
prompted when necessary to glean deeper information. Observation
was done during one classroom period. Observer sat in the back of
the classroom.
Slide 10
Interview was done by note taking during the interview with the
teacher Interviewer reviewed notes on interview with general
education teacher in order to check for accuracy Interviewee agreed
all was accurate
Slide 11
What is writing? Who is a good writer in the room? What do your
students need to improve in writing? What are your biggest
challenges in getting them to write? Think of a lesson that went
really poorly. Explain What do your students enjoy most about
writing? Think of one assignment that went the best in your
class?
Slide 12
Observation was typed directly into an I-Pad during the time of
the observation Observer did not review observation with teacher
due to an issue with sensitivity of material Note: Researcher notes
that status as special education teacher may have influenced
interview and observation
Slide 13
Classroom Environment Interactions between teacher and students
in writing instruction Interactions between students in writing
instruction Writing Assignment/Strategies Used Specific Comments by
teacher or students
Slide 14
Qualitative study One interview One observation A qualitative
method was used due to the need to view teachers and students
experience with writing in an inclusion model classroom (Creswell,
2012).
Slide 15
Data organized and coded for themes using Atlas. ti program
open coding and descriptive coding (Saldana, 2012)
Slide 16
Positive views and actions toward students in special
educations Classroom strategies interactive and supportive of
writing Teacher frustration with general education students
Slide 17
Positive Attitudes and actions toward students in special
education exhibited by teacher and students in general education
Data Teacher reported in interview two good writers were special
education students both with autism Two students treated with
respect in front of class during observation (attentive listening
and clapping for students)
Slide 18
Teachers definition of writing She stated, I think we write to
think. I believe the thinking process is elevated when we connect
it to lying down words on paper as there is more ownership Teachers
classroom actions echoed her beliefs about writing Used a Socratic
dialogue method to review material BEFORE assigning 20 minute
writing assignment
Slide 19
Teachers frustration with all students in regard to writing
They can come up with their opinions but they really struggle with
what their opponents might say, Teacher T said. They are lazy and
undisciplinedthey had no motivation
Slide 20
Teacher stated these specific students in special education
were better in terms of behavior and work ethic than general
education students This idea that students in special education may
be thought of by some teachers in a positive light is an
interesting by product of this interview and observation. Area of
future research
Slide 21
Teachers classroom professional environment Under stress,
teacher unprofessional in classroom during student (in general
education) and teacher interaction Quote by teacher to student You
are irritating me, get out! Student was drinking from juice instead
of writing prompt
Slide 22
This method of discipline would not work with some students
with special needs perhaps escalating them and creating a dangerous
situation.
Slide 23
26 of 30 students did have the prompt written down and by 8:45
most of the students had half a page. Only two students had less
than five lines. The rigor of a general education class is of great
benefit to students with disabilities
Slide 24
Rigor of the general education classroom must be balanced with
strategic strategies designed to support students with disabilities
General education teachers require more support from the school
site/district to prepare them to work with students with
disabilities
Slide 25
The purpose of this research was to describe the experiences of
one teacher and her students from this specific perspective Note:
This observation and interview was too small to draw any large
conclusions but it did bring up areas for future consideration and
research
Slide 26
Notes: Researchers status as a known special education teacher
may have influenced interview and observation of the classroom
Interview accuracy was checked by interviewee Observation notes
were done during the observation Observation was very detailed
orientated and used quotes whenever possible.
Slide 27
Teachers in special education may benefit from training and or
mentorship from general education teachers expertise with rigorous
curriculum standards thereby replicating this rigor in special
education classrooms Teachers in general education may benefit from
training or mentorship from special education teachers expertise
with behavior management and knowledge of students
disabilities
Slide 28
Clampit, B., Holifield, M., & Nichols, J. (2004). Inclusion
rates as impacted by the perceptions of teachers attitudes, SES,
and district enrollment. In National Forum of Special Education
Journal (Vol. 14, No. 3, pp. 1-16). Costley, K. C. (2013). Ongoing
Professional Development: The Prerequisite for and Continuation of
Successful Inclusion Meeting the Academic Needs of Special Students
in Public Schools. Online Submission
Slide 29
Creswell, J. W. (2012). Qualitative inquiry and research
design: Choosing among five approaches. Sage. Munoz, V. (2007). The
right to education of persons with disabilities: Report of the
Special Rapporteur on the right to education: United Nations Human
Rights Council, 4th Session, Item 2 of the agenda Saldaa, J.
(2012). The coding manual for qualitative researchers (No. 14).
Sage.