Article Review - Assignment 2 - EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Kim Martin
Easy English and You Tube versions also available.
Supporting the academic success of underprepared college students at an Engli...Serpil Tekir
Pre-conference presentation for the study entitled "Supporting the academic success of underprepared college students at an English Medium Instruction (EMI) university."
Greene J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achiev...guestfa49ec
Greene, J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achievement of Low Achieving Kindergarten Students Enrolled in an Extended Day Enrichment
Program, National FORUM of Applied Educational Research Journal, Volume 23, Number 3, 2010
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
Supporting the academic success of underprepared college students at an Engli...Serpil Tekir
Pre-conference presentation for the study entitled "Supporting the academic success of underprepared college students at an English Medium Instruction (EMI) university."
Greene J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achiev...guestfa49ec
Greene, J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achievement of Low Achieving Kindergarten Students Enrolled in an Extended Day Enrichment
Program, National FORUM of Applied Educational Research Journal, Volume 23, Number 3, 2010
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
District Equal Access Presentation & Parent ResponseKarsh Hagan
On August 29th Dr. Heidi Pace made a presentation on behalf of the Summit School District. Her audience was a public forum of over 200 concerned parents. This is the slide show she presented, but we've included parent commentary to explain some facts that are not clear as presented.
LCDS presentation to Chinese Students and Families October 2014Shelly Landau
This is the ppt presentation that was used in our Fall 2014 trip to China. Presentation were made at most venues, and translators helped relay the message.
Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Equality and Equity, Gender Awareness Issues in Secondary Schools in Pakistan
District Equal Access Presentation & Parent ResponseKarsh Hagan
On August 29th Dr. Heidi Pace made a presentation on behalf of the Summit School District. Her audience was a public forum of over 200 concerned parents. This is the slide show she presented, but we've included parent commentary to explain some facts that are not clear as presented.
LCDS presentation to Chinese Students and Families October 2014Shelly Landau
This is the ppt presentation that was used in our Fall 2014 trip to China. Presentation were made at most venues, and translators helped relay the message.
Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Equality and Equity, Gender Awareness Issues in Secondary Schools in Pakistan
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
Educational Negligence
Taya Hervey-McNutt
Strayer University
EDU: 599 Capstone
Dr. Joe Canada
May 18, 2022
Educational Negligence
The key to success has always been associated with education in America. Needless to
say that any elements that negatively impact education are handled with great urgency and
seriousness. Among the many issues facing education that negatively influences students is
educational negligence. “A legal definition of educational malpractice is yet to be codified, but
the term can be assumed to involve professional negligence or the failure to provide services that
can reasonably be expected (1).” Not only can a child's school life get negatively impacted by
educational negligence, but also the learner's future ambitions and career preference. Educational
negligence is a serious problem that can take several forms, from a failure to provide an
acceptable standard of teaching to ignoring non-attendance or not catering to special educational
needs.
The Connection Between Educational Negligence and Diversity
In a study done in South Korea, numerous culturally and linguistically diverse teenagers
had been subjected to maltreatment resulting in many students choosing to drop out. Child
neglect, peer relationships, student-teacher interactions, and dropping out of school all increased
linearly over time, according to the result of the research study (2). This evidence supports the
argument that neglecting a child has a direct and long-term effect on peer connections and
student-teacher relationships, as well as an increased risk of dropping out of school. It was
observed that positive peer relationships and student-teacher relationships have a direct effect on
the chance of dropping out of school. Both peer interactions and student-teacher ties mediated
the relationship between school neglect and dropout on a cross-sectional basis.
As depicted in the findings of this research, among a diverse student population, creating
positive relationships with peers and teachers every year could reduce the negative effect that
neglect can have in leading a student to drop out of school (2).
How Ethical Standards Relate to Educational Negligence
School administrators must provide a solid foundation for success that is built on the
abilities of teachers and other professionals who interact with students ethically. When making
decisions, effective school administrators balance the demands of children and their own
personnel. In order to accomplish this, a healthy energy balance between current activity and the
building of unity must be maintained by responding equally to the diverse demands of students
and teachers. According to the aforementioned argument, a school administration, including
instructors, that fails to fulfill its obligation to ensure that students' needs are met violates ethical
standards.
Problems Related to Educational Negligence
Carelessness in education is related to a variety of issues, one of which is cha ...
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. A case study of one highly
effective, inclusive
elementary school
Presentation by Kim Martin.
Unit - Contemporary Issues in Special Education.
Assignment Two - Article Review.
Article Authors: James McLeskey, Nancy L. Waldron and Lacy Redd.
Article is from The Journal of Special Education 2014, Volume 48,
Number 1, Pages 59 –70.
Please use presenter notes for easy english transcript.
2. Research Question
What are factors
contributing to the success
of a highly effective,
inclusive elementary school?
3. A case study of one highly effective,
inclusive elementary school
1. Quick facts
2. Research Process
3. Points of interest
4. Reflection
4. Quick Facts
1. Research took place in 2011.
2. 1 elementary school in a small
country town in Florida, USA.
3. The school is called Creekside
Elementary School.
6. Quick Facts
4. The school had 480 students in
Grades K-4.
5. 82 students have a disability.
6. 42 teachers and 12 support staff.
7. Quick Facts
7. Families came from different
backgrounds.
Students with
disabilities
Caucasian
students
Students
from other
Ethnic groups
High Poverty
Backgrounds
Creekside
Elementary 17% 68% 32% 52%
District 17% 48% 52% 49%
State
(Florida) 14% 44% 56% 53%
8. Quick Facts
8. The school was chosen because
they were doing a great job at helping
every student be successful including
children with disabilities.
9. Research Process
1. Look for similar research.
2. Comparison of testing scores for and
inclusive student placement data.
3. Interviews with teachers and principal.
4. Observation visits to classrooms during
English and Mathematics lessons.
5. Collate and review data and share findings
11. FLORIDA COMPREHENSIVE ASSESSMENT(FCAT)
READING AND MATH SCORE COMPARISON
Research Process # 2
Evidence of impact and change
CREEKSIDE DISTRICT STATE
PERCENTAGE OF STUDENTS MEETING LEVEL 3 OR HIGHER IN 2008-2009
GROUP READING MATH READING MATH READING MATH
All Students 85 86 70 70 71 74
students
with
disabilities
69 58 32 36 33 38
High
Poverty
Background
s
73 70 45 47 51 56
12. LEAST RESTRICTIVE PLACEMENT DATA
CREEKSIDE DISTRICT STATE
YEARS AND PERCENTAGE OF STUDENTS
PLACEMENT 05/06 % 09-10 % 05/06 % 09-10 % 05/06 % 09-10 %
General
Education 66 100 64 68 55 63
Resource 21 0 18 15 19 15
Special Class 13 0 14 13 23 17
General education = 80% or more of day in classroom; Resource= 40% to 79% of
the day in classroom; Separate class = 39% of day in a classroom.
Some percentages don’t add to 100 because some students are educated in
Research Process # 2
Evidence of impact and change
14. 1. How was the inclusive program planned
and implemented?
2. How do you monitor student progress to
ensure that students are making adequate
progress and that interventions are
working?
Research Process # 3
Sample Interview 1 Questions
15. Sample Interview 2 Questions
Research Process # 3
1.What are key factors that support inclusion
and improved academic achievement
outcomes in your school - why does it work?
2.What are the issues, barriers or key factors
that make inclusion and improved academic
outcomes difficult to achieve?
16. Observation visits to classrooms
during English and
Mathematics lessons.
QUALITATIVE CASE STUDY METHODS
Research Process # 4
17. Summary & Results
‘This investigation examined the key qualities that
supported high student achievement in an inclusive
elementary school.
The major themes that emerged are organised into
two overarching areas:
(a) Student Support and Instructional Quality
(b) Administrative and Organisational Features.’
(Page 62 )
20. USA has Inclusive Education laws that
mean schools are expected to equitably
meet the needs of all students including
those with disabilities.
The Acts are
1. Education for All Handicapped Children Act (1975)
2. Individuals with Disabilities Education Improvement Act (IDEA; 2004)
3. No Child Left Behind Act (NCLB; 2001) This was replaced in 2015
4. Every Student Succeeds (2015)
Points of Interest # 1
21. Points of Interest # 2
All students’ grades improved
with inclusive practice.
24. Reflection # 1
This paper confirms my personal belief that
teaching using UDL principles during
planning, resource selection and teaching
time can benefit all learnings in the
classroom, including those with additional
needs.
25. Reflection # 2
Recommended changes seem feasible to implement
with whole communities support.
I am wondering why the researchers couldn’t find
more learning communities who have tried to
improve the ability to offer flexible timetabling and
staffing. My hope is that if they looked again now
they would hopefully find more examples of UDL
practices in schools world wide.
SLIDE 1
This is a presentation by Kim Martin for a university unit of study called ‘Contemporary Issues is Special Education’.
The aim of this presentation is to review one research paper and provide a reflection that can be shared in an accessible format.
This presentation is supported by a YouTube clip with closed captions and an easy English word document.
The presentation is also available on the website Slide Share by clicking on the following link
LINK
All images have Alternative Text Descriptions.
The You Tube version of this presentation can be viewed by clicking the following link
The easy English version can be accessed by accessing the following link that takes you to a Drop Box file.
https://goo.gl/r9WfMH
The name of the article reviewed is ‘A case study of one highly effective, inclusive elementary school.’
The authors of the article are James McLeskey, Nancy L. Waldron and Lacy Redd.
The article is from The Journal of Special Education 2014, Volume 48, Number 1, Pages 59 –70.
The Article is a summary of facts and occurrences about one case study investigation. The study examined the key qualities that supported high student achievement in one highly effective, inclusive elementary school in the United States of America.
SLIDE 2
The Research Question that guided this research is
What are factors contributing to the success of a highly effective, inclusive elementary school?
The researchers were trying to find out what this school had done differently compared to what happens at most other schools in the same district and state that was enabling students to stay in class longer and achieve better results in the states English and Mathematics academic assessments.
As current federal legislation in the United States holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible.
The researchers hoped to identify key practices that are contributing factors to success in meeting the competing demands of excellence and equity for all students that other schools may consider implementing.
Quote
‘Evidence from previous research suggests that the number of elementary schools that are inclusive and highly effective is very limited (Farrell et al., 2007; McLeskey & Waldron, 2011). This critical case would thus have the potential to provide information and insight regarding what an elementary school does to support students and teachers in a setting that is inclusive and highly effective.’ (McLeskey, Waldron and Redd, 2014 pp 60)
List of what this presentation will cover.
There are 4 main points.
1. Quick facts (summary of the reading)
2. Research Process
3. Points of interest (references to further reading)
4. Reflection
SLIDE 4
Quick Facts about this article and the school the case study was carried out in to provide a brief summary of the reading.
1. Research happened in 2011. The school made initial changes to how the school timetable runs and supports students in 2006.
2. It is the only elementary school in the area so most children from the community and surrounding areas attend this school.
SLIDE 5
This slide has a map of most of the United States of America. It has 2 red markers to show you where Creekside Elementary School is located. It is on the east coast of America in Florida, above Orlando.
SLIDE 6
Quick Facts
4. The school had 480 students in Grades K-4 at the time of the case study.
5. 82 of the students (17%) identified as having a disability. This is similar to other schools in the same district.
Students with disabilities at Creekside Elementary School (CES) include those with learning disabilities, speech and language impairments, orthopaedic impairments, deaf/hearing impaired, autism spectrum disorders, emotional/behaviour disabilities, intellectual disability, developmental delays, and other health impairments.
6. There were 42 teachers includes 2 special education educators working at the school at the time of the case study.
All teachers were highly qualified for their positions and 53% had advanced degrees in education.
The teaching experience of the staff was varied, 45% had 5 years or less experience, whereas 33% of teachers had 15 or more years of experience.
SLIDE 7
Quick Facts # 7
Families came from many different backgrounds including poor and non-English speaking backgrounds.
68% of students were Caucasian.
32% were from African American, Hispanic, multiracial or other ethnic groups.
52% of students were from poverty backgrounds (eligible for free or reduced lunch).
Diversity at CES was less than the district and state.
See table on current slide for comparisons.
SLIDE 8
Quick Facts # 8
The school was recommended to the researchers by several people and was already known for doing a great job at including children with additional needs and improving all children’s achievements in the state English and Mathematics tests.
The selection method for choosing one school is called critical case sampling (Patton, 2002).
Research Process Overview
5 Main elements of the qualitative case study method used by researchers investigating the practices and results at CES.
1. Look for similar research.
2. Comparison of testing scores for and inclusive student placement data.
3. Interviews with teachers and principal.
4. Observation visits to classrooms during English and Mathematics lessons.
5. Collate and review data and share findings
Following slides go into more depth about each stage, process, data collected and findings.
SLIDE 10
Research Process # 1
Look for Similar research in US and UK
(Page 59 of the reading)
The researchers were able to find evidence that there has been progress toward including students with disabilities in general education settings for much of the school day in many schools (McLeskey, Landers, Williamson, & Hoppey, 2011; McLeskey & Waldron, 2011).
One example given was the percentage of students with disabilities who are educated for most of the school day (i.e., 80% or more) in the general education classroom in the United Stated has increased from 34% in 1990- 1991 to 58% in 2007-2008 (McLeskey et al., 2011).
They also found evidence that indicated that some schools have achieved excellent outcomes for most students, including those with disabilities (Farrell, Dyson, Polat, Hutcheson, & Gallannaugh, 2007; Ushomirsky & Hall, 2010). However, the authors found little evidence indicating that schools have been successful in doing both, that is, achieving excellent outcomes for students in highly inclusive settings within the United States.
Due to the lack of research regarding inclusion and academic progress within the United States researchers referred to the work of Farrell et al. (2007) who conducting case studies of highly effective, inclusive schools in England.
The English study used national data to locate schools based on two criteria.
1. Schools identified as inclusive if a large number of students with special educational needs relative to other characteristics of the school population were enrolled.
2. They used student achievement levels on a national assessment instrument to determine that schools were highly effective.
Farrell and colleagues found 12 schools across grade levels that were inclusive and highly effective, and conducted case studies in these settings.
Even though there was a glaring short coming with this research namely that Farrell and colleagues assumed that the identified schools educated students in inclusive classrooms, but had no direct data to prove or discount this assumption.
The findings of these case studies revealed that these schools shared several common characteristics, including these seven:
· schools were welcoming and supportive of all students,
· educating students with disabilities was accepted by teachers as part of their typical activities,
· schools emphasized raising the achievement levels of all students,
· tracking systems were used to monitor individual student progress,
· instructional practices were recognisably good across classrooms,
· appropriate levels of resources were used efficiently and effectively, and
· resources were used flexibly to support student needs.
The McLeskey and the co-authors of this article determined that Farrell and colleague’s investigations could not be generalised for the United States, as they believe United States special education practices differ substantially from those described in England and determined that there was a need for further research regarding the qualities of effective, inclusive schools in the United States.
4. Comparing Test scores
Before starting the inclusion program in 2006, Creekside Elementary school data was similar to data for the school’s district and state. The following 2 slides go into further details about the test scores and inclusive placement data.
SLIDE 11
Research Process # 2 - Evidence of impact and change
Table 1. The Florida Comprehensive Assessment Test (FCAT) - percentage of students meeting proficiency level 3 or higher in reading and math for 2009.
Please note: No test data shown for periods before 2006 when changes were implemented at Creekside Elementary School (CES).
This data shows that all students at CES performed between 12 and 16% better than their peers in other schools within the same state.
Level 3 or higher on this test is a Florida specific benchmark.
32-38% of students with disabilities(SWD) achieved level 3 or higher academic achievement across the state and school district. Compared to 58-69 % of SWD at CES. If we just compare student results within the district CES SWD score 22% better in the math assessment and 37% better in the reading element of the assessment.
Information about how many of these students met more than one criteria e.g. poverty and disability is not given.
What interventions and inclusive practices were allowed when taking this assessment were not disclosed.
This is an indication only that the changes at CES have made a positive difference in both inclusion and academic achievement. We would need to have accumulative data over time to confirm whether the improvement has been sustained.
SLIDE 12
Research Process # 2 - Evidence of impact and change
Table 2. Least restrictive placement data
Before starting the inclusion program in 2006, Creekside Elementary school data was similar to the school’s district and state.
Over time, between 2005 and 2010 the state improved the percentage of time students with disabilities were included in their general classroom by 4%. The state improved 8% and CES improved over 34 % in the same time period.
At the same time CES reduced the number of students supported outside of the general classroom for all or periods of the day from 21 and 13% to 0%.
The state and district data shows only a 1- 5% improvement in this area.
SLIDE 13
Research Process # 3 Interviews
Qualitative Case Study Methods.
Definition of Qualitative Case Study Methods by Baxter, P (2008).
Qualitative case study methodology provides tools for researchers to study complex phenomena within their contexts. When the approach is applied correctly, it becomes a valuable method for health science research to develop theory, evaluate programs, and develop interventions.
Teachers and principal were interviewed once and then some teachers were chosen for a second interview.
13 individual interviews with open ended questions with team members directly involved in the implantation of the inclusive program.
SLIDE 14
Research Process # 3 First Round of Interviews
Data Collection
13 individual interviews with open ended questions with teachers and leadership team members that were directly involved in the implantation of the inclusive program.
The first interviews were open ended discussions regarding factors that contributed to the success of the highly effective, inclusive program at CES.
Interviews median length was approximately 35 minutes. 24 -92 minutes was the time range.
Sample Interview 1 Questions
1.How was the inclusive program planned and implemented?
2.What type of professional learning and resources have teachers received to support inclusive practices in your classroom?
3.Describe how services are delivered to students with disabilities and others who struggle to learn academic skills?
4. How do you monitor student progress to ensure that students are making adequate progress and that interventions are working?
SLIDE 15
Research Process # 3 Second Round of Interviews
Data Collection
9 Follow up interviews with the school principal and eight teachers including both special education teachers.
The second interviews had specific questions to gain more detailed information using themes that emerged from this first set of interviews and from classroom observations that formulated guiding questions.
Interviews median length was approximately 35 minutes. 24 -92 minutes was the time range.
Sample Interview 2 Questions
What are key factors that support inclusion and improved academic achievement outcomes in your school - why does it work?
What are the issues, barriers or key factors that make inclusion and improved academic outcomes difficult to achieve?
How do you balance resources and providing sufficient student support?
How would you describe the sense of community that exists in your school?
How is the principal involved in supporting the inclusive program and improved student achievement?
SLIDE 16
Research Process # 4 Classroom Observations
Observation visits to classrooms were carried out during English and Mathematics lessons (reading, writing and mathematics instruction).
The purpose of the observations was to document instructional approaches and practices that were used at CES and also to provide information that would be used to formulate questions for subsequent interviews.
Observations visits were completed prior to the second interviews.
Observations were completed in each of the 10 co-taught, inclusive classrooms.
All students spend 80% or more of the school day in general education (their regular classroom) which is a substantially greater proportion of time than average figures for the district or state.
During observations, the class teacher and special education teachers were engaged predominantly in station teaching (Friend & Cook, 2010) using centres.
Also observed was teachers working as a team (sharing responsibility for the lesson) and during times when one teacher was teaching and the other was assisting.
Observations lasted between 60 to 90 minutes.
Documentation method used was field notes.
SLIDE 17
Summary and Results
Data analysis.
Interview transcripts and field notes from observations were reviewed to identify emergent themes using a four-step process.
1. First, one of the investigators pulled apart the data from interview and observation data, to identify essential elements that could be used to define possible emergent themes (Patton, 2002) and discussed these themes with a second investigator.
2. Second, after all of the interviews and observations, two of the investigators reviewed the data to provide different perspectives and to develop “imaginative variation” (Patton, 2002, p. 486) on the themes.
3. Third, the investigators developed a set of themes that were presented to a group of 10 teachers and the school principal from CES for feedback.
4. Finally, two investigators worked collaboratively to use this feedback to develop the final set of themes that emerged from this investigation.
The major themes that emerged are organised into two overarching areas:
· Student Support and Instructional Quality.
· Administrative and Organisational Features.
Summary and Results - Student Support and Instructional Quality.
Definitely some overlap with the 13 themes identified by the UK research article McLeskey and colleagues reference in their article.
1. Meeting the needs of all students.• Teachers and administrators have high expectations for academic achievement and behaviour of all students.• School staff take the stance of warm demanders as they support all students.
• Students with disabilities are supported as a “natural” or ordinary part of support that is provided for all students.
2. Providing high-quality instruction for all students
• High-quality instruction provided in general classrooms
• Providing high-quality instruction for students with disabilities in all settings
Characteristics of high-quality instruction * Immersing teachers in professional development opportunities
• Take every opportunity to improve teacher practice
• Collective participation of teachers
• Learning from one another by creating your own experts.
SLIDE 19
Summary and Results - Administrative and Organisational Features.
Very efficient, but flexible use of resources • CES is organised like a well-oiled machine. • School days are rigidly scheduled. • The rigid schedule allows for flexible use of resources when unexpected needs arise.
Shared decision making
Teachers make classroom level decisions.
The principal does not micromanage classroom practices, but holds teachers accountable for student outcome.
Shared decision making has helped to build a sense of community among teachers.
Data drive everything
Teachers and administrators are “flooded” with data.
School staff developed their own data system tied to curriculum/expectations.
Data are used to inform all decisions.
SLIDE 20
Points of Interest # 1 – USA Laws
The United States has Inclusive Education laws (called Acts) that mandate students with disabilities be educated in the least restrictive environment.
Schools are expected to be both excellent and equitable in addressing the needs of all students including those with additional needs.
The Acts are
1. Education for All Handicapped Children Act (1975)
2. Individuals with Disabilities Education Improvement Act (IDEA; 2004)
3. No Child Left Behind Act (NCLB; 2001) This was replaced in 2015 by number 4.
4. Every Student Succeeds (2015)
What would the equivalent laws be for Australia or South Australia?
Here are a few suggestions:
Inclusive education for students with disabilities (ARACY 2011) https://www.aracy.org.au/publications-resources/command/download_file/id/246/filename/Inclusive_education_for_students_with_disability_-_A_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf
UNESCO(2009) Policy Guidelines on Inclusion in Education in not references in this paper even though it would’ve been newly released at the time the research was conducted. I am sure that UNESCO’s 13 areas of policy concern or 51 suggested inclusive actions could have been of positive influence in the recommendations and insights of this paper. Retrieved from : www.inclusive-education-in-action.org/iea/
Disability Standards for Education (2005) which describes how the Disability Discrimination Act (DDA) (1992) applies to education. The standards explicitly mention equal access to education but to my knowledge don’t also include expectations of academic progress. Disabilities Standards for Education Fact sheet can be accessed here https://resource.dse.theeducationinstitute.edu.au/sites/default/files/dse_fact_sheet2-dse2005.pdf
SLIDE 21
Point of Interest # 2 - All students’ grades improved with inclusive practice.
Creekside Elementary School Statistics
1. Received an “A” grade from Florida’s Department of Education for the last 3 years before this study was undertaken.
2. Met 97-100 percent of No Child Left Behind’s adequate yearly progress criteria from 2008 to 2011.
3. All students spend 80% or more of the school day in general education (their regular classroom) which is a substantially greater proportion of time than average figures for the district or state.
Whilst teaching practices and underlying beliefs at CES have not been specifically labelled I am of the opinion, this positive data is a direct result from Inclusive pedagogy and the designing of learning opportunities and resources with UDL in mind from the start.
Burgstahler (2001) Universal Design in Education: Principles and Applications
Describes UDL as considering people with a broad range of characteristics in the design of all educational products and environments. It means going beyond accessible design for people with disabilities to make all aspects of the educational experience more inclusive for students with a great variety of characteristics. These characteristics include those related to gender, race and ethnicity, age, stature, disability, and learning style.
Query - 480 students / 10 Inclusive classrooms would equal 48 kids per class.
Florida Ed Department web site states that beginning with the 2010-2011 school year, the maximum number of students in each core class would be:
18 students in prekindergarten through grade 3;
22 students in grades 4 through 8;
and 25 students in grades 9 through 12.
This is smaller class size ratios then South Australia so is their information omitted about how and where other classes or groups of students were being taught?
K - 3 (18) and 4 (22) so if we average 20 per class = Creekside Elementary School should have 24 classes. Therefore why are there only 10 classes identified as inclusive? Is this not a whole school initiative? This should have been disclosed.
Maybe CES is using a big exception made possible by a rule that lawmakers approved several years ago: Schools declared “schools of choice” and charter schools (public schools run by private groups) can skirt those tough rules and calculate class size by using an easier-to-meet, school-wide average.
https://bit.ly/2J3chPh
SLIDE 22
Point of Interest # 3 - Difference in diversity of student family backgrounds and potential link between disability and poverty not addressed
Creekside Elementary (CES) has more students from Caucasian backgrounds and less African American and other ethnic group backgrounds but similar number of students from poverty and disabilities
The article does not mention or seemingly investigate the probability that a percentage of the students with disabilities attending CES may also fit into one of the other categories singled out in the student population groupings.
The data and test scores omit identifying how many students meet more than one of the categories identified. For example, from a background of poverty and a student with a disability or potentially all three. A student with a disability from a background of poverty and of African American descent.
I believe this is a glaring omission on the researcher’s behalf considering there is research to suggest that students with a disability and their families often have compounding issues such as poverty which adversely affect access and inclusion in education.
Access to Quality Education for Students with Disability
MCauley, Deepler and Agbenyeger (2016) identified that the economic capital of a student with disabilities family has a direct relationship to a student’s ability to access quality education. Therefore, a student’s social and economic opportunity impacts their education and future prosperity. Demonstrating a clear link between disability and lower socio- economic stance. Also within this article Vick (2013) claims that “in most countries, disability is found to be significantly associated with higher multidimensional poverty as well as lower educational attainment
[and] lower employment rates” (p. 1).
Therefore, information about students with disabilities whom also could be included in one or more of the identified groups in this article would have provided an increase in the depth to the data.
SLIDE 23
Point of Interest # 4 – Nothing about us without us
I agree with the ‘Nothing about us without us’ movement that communicates a very clear message that no policy or decision should be made by a representative without direct participation of member of the group affected by that policy. Therefore, this belief could have easily been incorporated in this case study by including and involving students with and without disabilities in the interview process considering the results directly relate to inclusive practices for all students.
Shouldn’t the students’ opinions and experiences therefore have been a critical element to this research about what makes a classroom, school and education both inclusive and equitable?
SLIDE 24
Reflection Number 1.
This article further confirmed my belief that teaching using Universally Designed Learning (UDL) principles during planning, resource selection and teaching can benefit all the learners in the room not just those identified with a label categorising them as different.
SLIDE 25
Reflection Number 2.
The recommended changes outlined in this paper seemed very feasible and easy to implement with the whole community’s support. Therefore, why haven’t more leaders, more schools, more communities, more countries given this a try.
Making a school timetable more flexible to allow for learners to dive deeper and get support when needed rather than chunking learning into 45 mins of isolated content seems so obvious.
I’ve suggested this before but specialist lessons and ensuring non-instructional time allocation for teachers was always the reason why timetabling was so complex and couldn’t change even though they wish it could.
SLIDE 26
Thank you. This is the end of the presentation.
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