Title: Inclusion of Students with Special Needs in the General Education Classroom
Type of the resource: Article
Funded by: Dominican University of California
Authors: Megan Walsh
Type of disability: ALL TYPES
Target education level: Primary education
Secondary education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This study wants to draw attention to the fact that teachers would like to have students with special needs in they classes, however they do not feel confident to teach these students properly due to the lack of specific skills and knowledge.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
6 observations were conducted where teachers after improving their knowledge regarding inclusive education were conducting classes, where some of the students needed some extra attention and help.
Sources and means of verification: (What are the sources of information for these indicators?)
The inclusion of students with disabilities in the general education classroom is a current legal requirement in the United States according to the nation’s special education law identified as Individuals with Disabilities Education Act, or IDEA.
Risks and Challenges:
There were some limitations to the study mentioned in this research.
Observation was done on a low number of students. Only doing it with 18 students, makes it difficult to form conclusions on benefits of the classroom organizations.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Examine and show teachers diverse strategies that can be implemented to adopt and successfully maintain inclusive education in classes.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
In order to have successful inclusive education, the next activities shall be done: work one-on-one with students, promote active participation and collaboration among all students, follow a similar classroom structure each day, and collaborate with fellow faculty several times a week to brainstorm new strategies. All of these have been conducted during observations.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Not only teachers but also other students and even their parents shall be ready and eager to work on building community in school that would promote inclusive education.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Teachers should learn more information about strategies that will allow them to feel more confident regarding inclusion processes in classrooms. In a result, teachers will be ready to do everything possible to include students in the classroom activities without treating them like they are less capable than any other students.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
The results approved that teachers can set students with special needs up for success if they are aware of diverse teaching methodologies to do so.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Teachers should be trained regarding diverse techniques and methodologies that help them to work properly with students.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
After special workshops teachers should be able to correctly divide attention among all students equally although students might need some extra guidance.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Most schools and especially teachers would be glad to have more opportunities for inclusive education, however it requires resources and equipment for smaller classes, additional support and more professional learning time. These barriers shall not slow down the process of including children in the school communities.
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
The techniques and methodologies mentioned in this research do not require any additional resources.
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