Research project keynote
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Research project keynote



SED 699

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    Research project keynote Research project keynote Presentation Transcript

    • STRATEGIES USED TOPROMOTE SELF AWARENESSBrittany DyerSED 699University of Southern MaineSpring 2013Monday, April 29, 2013
    • PURPOSEStudents I have talked to do not know their disability.Self awareness is important because it creates good self advocates.Before the project, I knew that self awareness, self determination, and selfadvocacy are related.I wanted to know if teachers and alumni think that students are self aware oftheir disability, and what strategies teachers are using to promote selfawarenessIntended Audience: special education and regular education teachers,administration, and service providers.I hoped to discover new strategies I can use in my classroom and have acollection of teachers’ ideas.Monday, April 29, 2013
    • RESEARCH QUESTIONWhat strategies are teachers at a ruralhigh school using to help students withexceptionalities be self aware of theirdisability?Monday, April 29, 2013
    • SETTING AND SAMPLESetting: rural high school in Maine.The schoolholds grades 8-12, but the study is based on highschool, which is grades 9-12.Sample:81 9th-12th grade regular education and specialeducation teachers7 alumniMonday, April 29, 2013
    • DATA COLLECTION TOOLSteacher survey (yes and no questions, likert scalequestions, and open-ended questions)alumni survey (yes and no questions, likert scalequestions, and open-ended questions)teacher interview (with extra questions for specialeducation teachers)alumni interviewMonday, April 29, 2013
    • DATA COLLECTIONTeacher surveys and consent forms were turned into my staff mailbox.Alumni surveys and consent forms were mailed to teacher’s schoolmailbox.Validity: given to all teachers (both special ed and regular ed)All teachers who marked consent for interviews on their consent formswere contacted by email for interview.Surveys were immediately separated from consent forms when received.Monday, April 29, 2013
    • DATA ANNALYSISSurveys:Quantitative data (yes and no, and likert scale questions): Surveys wereseparated in piles one question at a time. A chart was created andanswers were indicated with tallies.Qualitative data (open ended questions): Data was put into a chart withtwo columns. In one column, the answers were written word for word,and the other column was left blank for notes and coding.Interviews:Interviews were scribed word-for-word into one column, with a secondcolumn left blank for note taking. Important quotes were highlighted.Separate document was created for coding, in which data was organizedby question for themes.Monday, April 29, 2013
    • RESULTSTeacher Survey: 16 participants (19.75%) 9 regular ed.and 7 special ed.Teacher Interview: 6 participants, 3 regular ed. and 3special ed.Alumni Survey: 3 participants (42.86%)Alumni Interview: 1 participantMonday, April 29, 2013
    • TEACHER SURVEY RESULTSQuestion Said Yes Said No Other AnswerI know whatself awarenessis in terms ofstudents withdisabilities.Total: 14Reg Ed: 7Sped: 7Total: 2Reg Ed: 2Sped: 0SelfAwareness ispart of mycurriculum.Total: 4Reg Ed: 0Sped: 4Total: 10Reg Ed: 8Sped: 21 circled both(Reg ed)1 wrote“N/A” (Sp.ed)SelfAwareness ispart of myformal andinformationalconversationswith students.Total: 12Reg Ed: 5Sped: 7Total: 4Reg Ed: 4Sped: 0Question 1 Disagree 2 SlightlyDisagree3 Neutral 4 SlightlyAgree5 Agree NS Not SureIn general, thestudents I workwith know theirdisability.Total: 1Red Ed:0Sped: 1Total: 1Reg Ed: 0Sped: 1Total: 2Reg Ed: 2Sped: 0Total: 6Reg Ed: 3Sped: 3Total: 5Reg Ed: 3Sped: 2Total: 1Reg Ed: 1Sped: 0I think it isimportant thatstudents I workwith know theirdisability.Total: 1Reg Ed: 1Sped: 0Total: 3Reg Ed: 2Sped: 1Total: 12Reg Ed: 6Sped: 6In general, thestudents I workwith know theirown strengthsand weaknesses.Total: 3Reg Ed: 2Sped: 1Total: 4Reg Ed: 2Sped: 2Total: 6Reg Ed: 3Sped: 3Total: 2Reg Ed: 2Sped: 01 circled 3 and4 (Sped)I think it isimportant for thestudents I workwith to knowtheir ownstrengths andweaknesses.Total: 1Reg Ed: 1Sped: 0Total: 15Reg Ed: 8Sped: 7Monday, April 29, 2013
    • Definition of Self Awareness:•8 teachers mentioned strengths andweaknesses•5 teachers mentioned knowing one’sown disabilityStrategies:•threat scales•projects•10 things you want your teacher toknow about you•autobiographical projects (CD ofsongs about student)•research about disability•pointing out when a student issuccessful with a task•pointing out when a student is havingdifficulty with a task•discussing strengths and weaknessesat IEP meetings•informal conversations with class•conversations with individualstudents•reviewing IEPs with students•encouraging students to self advocate•differentiate•disability unit•use of popular culture depictingpeople with disabilities and discussingvalidity•Read books with characters withdisability or “flaws” and how theyovercome obstacles.•explaining to students why they arelearning what they are learningMonday, April 29, 2013
    • TEACHER INTERVIEWRESULTS:THEMESDisabilities:•Aspergers,Autism,ADHD, LD,TBI andEDDefinition of self awareness:•4/6 said strengths and weaknesses.•One regular ed. teacher never heard theterm•“Understanding their own limitations.Them being able to recognize situationsthat they know they are going to strugglein, but also being able to recognize thoseskills they have learned to be able to getthrough those situations.”Who is responsible for teachingit?:•4 mentioned case managers, 3 specialed. staff, 3 parents, 2 regular ed. teachers.Have you ever asked students ifthey know their disability?•4/6 said “no”Is self awareness important tocurriculum?•All teachers agree it is important.•However, they feel that it is notimportant in regular education, that itdoes not need to be direct, and that theyneed more understanding of the term.Monday, April 29, 2013
    • Professional Development:•1/6 have had professionaldevelopment in self awareness•“I think the school could stand, and Ihave talked to different people aboutthis, some more special ed training.Because we, I mean there is so muchknowledge that really isn’t there.”Discussions about Disabilities:• 2 out of 6 do not have wholeclassroom discussions.•All 6 have individual conversationswith students.Goals about Self Awareness/Advocacy:•All special ed. teachers said “yes”Projects about IEP?•All special ed. teachers said “no”Strategies:•pointing out when a student succeedsat a task.•creating a coat of arms, whichincludes students strengths andweakness•creating a song playlist about theirlives•addressing weaknesses and practicing(ex: reading)•employability unitSelf Awareness Unit?:•All said “no”Other Strategies?•“I guess it’s mostly when I turn it backon myself, when I am not being afraidto fail at something in front of them”Monday, April 29, 2013
    • ALUMNI SURVEY RESULTSQuestion Yes NoI have adisability.3I receivedspecialeducationservices inschool.3I know whatdisability I have.2 1I know what thephysical, mental,emotionalcharacteristics ofmy disabilityare.2 1Question 1 Disagree 2 SlightlyDisagree3 Neutral 4 Slightly Agree 5 Agree N/S Not SureMy case managertalked to me aboutmy disability.1 2Another specialeducation teachertalked to me aboutmy disability1 2My regulareducation teachertalked to me aboutmy disability.1 2I had a clearundersta-nding ofwhat my disabilityis2 1I know mystrengths andweaknes-ses as alearner.1 1 1Monday, April 29, 2013
    • Definition of self awareness:• 2/3 mentioned strengths and weaknesses•“Self awareness is to understand your own strengthsand weaknesses, and how to overcome the latter.To beself aware, you must understand that while your disabilityisn’t your fault, you must learn to work hard to bothmake up for your disabilities and help others help you.Tobe self aware is to not be ashamed of yourself, no matterhow much the world may want you to be.” Anotherstudent said,“I don’t know”.Monday, April 29, 2013
    • ALUMNI INTERVIEW RESULTSDo you know your disability?:•noDid you have special in high school?:•“I don’t know”Who talked to studentsabout their disability?:•teacherClassroom discussions?:•yes•didn’t participateWhat can teachers do tomake sure kids are selfaware?:•“tell them more”Monday, April 29, 2013
    • FINDINGS ANDCONCLUSIONSTeachers think that self awareness is important.Students tend to know what their disabilities are, butnot all know what they mean.Teachers are talking to their students about selfawareness.Teachers are assigning work and projects promotingself awareness.Teachers want and need more education on selfawareness.Monday, April 29, 2013
    • IMPLICATIONSSuggestions:•Ask students about their disability more often.• Students should participate more in goal and IEP writing.• more group discussions• more professional development for teachersFurther Research:•more student interviews• compare school districts on how they are educating their staff• observe classesMonday, April 29, 2013
    • QUESTIONS?Monday, April 29, 2013