Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms

Inclusion ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 189-205
Author(s):  
Karrie A. Shogren ◽  
LaRon A. Scott ◽  
Tyler A Hicks ◽  
Sheida K. Raley ◽  
Mayumi Hagiwara ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Self Determination ◽  
Racial Justice ◽  
Marginalized Students ◽  
Social And Cultural Capital ◽  
Integrated Employment ◽  
Disability Status ◽  
American Black ◽  
General Education Classrooms

Abstract Opportunities and experiences for all students, including students with intellectual and developmental disabilities, to build self-determination abilities and skills are critical to enable positive postsecondary outcomes (e.g., competitive and integrated employment, community access participation). However, racially and ethnically marginalized students with disabilities might experience fewer opportunities to build self-determination due to systemic issues (e.g., absence of policies emphasizing equity and racial justice, lack of understanding of students' social and cultural capital). The present study is an initial, exploratory analysis to determine if students with disabilities from racially and ethnically marginalized backgrounds reported different self-determination outcomes as they engaged in the Self-Determined Learning Model of Instruction (SDLMI) in inclusive, general education classrooms. Findings suggested African American/Black students with and without disabilities as well as Hispanic/Latinx students without disabilities scored highest in self-determination at the beginning of the academic year (baseline) and that including disability status crossed with race/ethnicity as a predictor of self-determination baseline improved understanding of the data patterns. Implications for systemic changes to enable equitable education across research and practice are discussed.

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

1997 ◽  
Vol 64 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Tracy Evans Luiselli ◽  
Stephanie Z. C. Macfarland
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Policy Development ◽  
Classroom Practices ◽  
Peer Interactions ◽  
Personal Control ◽  
General Educators ◽  
Instructional Assistants ◽  
Instructional Assistant ◽  
General Education Classrooms

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.

Psychometric Analysis and Revision of the Opinions Relative to Mainstreaming Scale

1995 ◽  
Vol 62 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Richard F. Antonak ◽  
Barbara Larrivee
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Disabled Persons ◽  
Supporting Evidence ◽  
Regression Analyses ◽  
Attitudes Toward Disabled ◽  
Item Characteristics ◽  
Initial Support ◽  
General Education Classrooms ◽  
Adequate Reliability

This article provides supporting evidence for the use of a revised version of the Opinions Relative to Mainstreaming (ORM) scale. Analyses of data produced by a test of the revised scale, the Opinions Relative to Integration of Students with Disabilities (ORI), indicated satisfactory item characteristics and adequate reliability and homogeneity. Initial support for ORI's construct validity was demonstrated by the results of regression analyses relating ORI scores to respondent sociodemographic and experiential data and scores on the Scale of Attitudes Toward Disabled Persons (SADP). The ORI should prove useful to researchers evaluating the attitudes of educators toward the integration of students with disabilities into general education classrooms.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

2019 ◽  
Vol 48 (5) ◽  
pp. 273-286 ◽  
Author(s):  
North Cooc
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Behavioral Problems ◽  
Teaching And Learning ◽  
School Factors ◽  
Students With Special Needs ◽  
International Data ◽  
Teaching Time ◽  
General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 210-221
Author(s):  
Eric J. Anderson ◽  
Matthew E. Brock
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Educational Placement ◽  
Placement Decisions ◽  
Federal Mandate ◽  
Restrictive Environment ◽  
The Right ◽  
General Education Classrooms

Abstract Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.

Differentiated Instruction and Inclusive Schooling

2020 ◽  
Author(s):  
Diana Lawrence-Brown
Keyword(s):  
General Education ◽  
Differentiated Instruction ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Full Range ◽  
Team Approach ◽  
Wide Range ◽  
General Education Classroom ◽  
Inclusive Schooling ◽  
General Education Classrooms

Differentiated instruction encompasses a wide range of responsive pedagogies, including individualized types and levels of curricula, teaching methods, materials, and assessment strategies. It has at its roots the impetus for effective inclusive schooling, providing supports directly within general education classrooms for students with the full range of exceptionalities (both significant disabilities and giftedness) and other diverse educational characteristics such as cultural and linguistic background and socioeconomic status. To effectively include students with higher levels of need, comparable levels of supports follow the student from the special education setting to the general education classroom. This enriched level of support in the general education classroom benefits not only students with disabilities, but the class as a whole. The legal and ethical bases for inclusive schooling are connected with various civil rights movements (including race, disability, culture and language, gender); it can be viewed as a response to segregated schooling (and denial of schooling altogether). Schools frequently remove students when traditional educational programs fail, adding on separate programs rather than rectifying the existing system. Such special programs have been routinely promulgated without substantial evidence of their effectiveness over supportive general education classrooms (either for segregated students or for their unlabeled general education peers). Important aspects of differentiated instruction and inclusive schooling include multilevel instruction; authentic and culturally responsive curricula, methods, and assessment; universal design for learning; assistive and instructional technologies; positive behavioral supports; and a collaborative team approach to instructional decision-making and delivery. Differentiated instruction and effective inclusive schooling are vital for equitable access to educational opportunities, bringing more responsive curricula, methods, and perspectives to increasingly diverse classrooms and schools.

Effectiveness of a Highly Rated Science Curriculum Unit for Students with Disabilities in General Education Classrooms

2007 ◽  
Vol 73 (2) ◽  
pp. 202-223 ◽  
Author(s):  
Sharon Lynch ◽  
Juliana Taymans ◽  
William A. Watson ◽  
Robert J. Ochsendorf ◽  
Curtis Pyke ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Science Curriculum ◽  
General Education Classrooms

Building Inclusive Learning Environments With 1:1 Devices

2020 ◽  
pp. 016264342092306
Author(s):  
Kathryn Nieves
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Implementation Strategies ◽  
Disabilities Education Act ◽  
Inclusive Learning ◽  
Education Act ◽  
General Education Classrooms ◽  
Common Device

With emphasis placed on the least restrictive learning environments under the Individuals with Disabilities Education Act (IDEA), students with disabilities are often placed in general education classrooms. As a result, the discussion of inclusion strategies has increased in special education. The rise in 1:1 device initiatives offers the inclusionary practice of giving all students within a school access to their own device, with Google’s Chromebook and Apple’s iPad being among the most common device choices. This article explains the potential uses of 1:1 devices for students in inclusion settings, including built-in accessibility features and implementation strategies for educators.

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