English Version
Abstract
This research used qualitative methods to gather the perceptions of regular classroom teachers and students with and without mild disabilities (MD) about an inclusive program implemented in three separate classrooms and designed to enhance both the academic and social engagement of a small number of students with MD. Teachers acknowledged that these strategies resulted in improvements in their classroom approach and in positive outcomes for students. Two of the three teachers considered that the strategies resulted in limited academic gains, but provided opportunities for students with MD to enhance their social experience. All students were positive about certain changes to their classroom, particularly in working with their peers, but did not see the classroom teachers’ instructional methodologies as being different, despite a series of changes to the classroom pedagogy. Teacher and student discussions about the strategies implemented are presented and the implications for practice, teacher education and future research are discussed.
This research used qualitative methods to gather the perceptions of regular classroom teachers and students with and without mild disabilities (MD) about an inclusive program implemented in three separate classrooms and designed to enhance both the academic and social engagement of a small number of students with MD. Teachers acknowledged that these strategies resulted in improvements in their classroom approach and in positive outcomes for students. Two of the three teachers considered that the strategies resulted in limited academic gains, but provided opportunities for students with MD to enhance their social experience. All students were positive about certain changes to their classroom, particularly in working with their peers, but did not see the classroom teachers’ instructional methodologies as being different, despite a series of changes to the classroom pedagogy. Teacher and student discussions about the strategies implemented are presented and the implications for practice, teacher education and future research are discussed.
Introduction
Debate over the most effective approaches to facilitate the inclusion of students with mild disabilities (MD) into regular classrooms have gone on for over a decade (Gerber, 1995; Manset & Semmel, 1997; Swanson, 2001; Zigmond, 2003; Fore, Hagan-Burke, Burke, Boon & Smith, 2008). It is assumed that students with MD have been identified as being the most likely beneficiaries of inclusive classroom approaches (Department of Education & Training, Western Australia, 2005), and their segregation has long been regarded as a cause for concern given their academic and social similarities with peers (Dunn, 1968; Will, 1986). However, discussions about the effectiveness of inclusion programs of students with MD within academic literature appear to have reached an impasse. On one hand, Zigmond, Jenkins, Fuchs, Deno and Fuchs (1995) in an examination of several inclusive programs noted limited academic success for students with MD; on the other McLeskey and Waldron (1995), commenting on the same programs, suggest we need to be realistic about academic outcomes and compare these with achievement in segregated environments. Addressing this stalemate, Carrington 2007) suggested that an inclusive program’s success may ultimately depend on the individual teacher’s attitude and pedagogical approach. The conundrum facing those who advocate more inclusive approaches is that teachers may not be able to change their attitudes (and in turn overall pedagogy) unless they employ techniques that engage all students (Slee, 2007); and yet, as Vaughn, Klingner, and Hughes (2000) suggest, teachers tend to favour instructional methods that are familiar and are often reluctant to engage in evidence-based classroom practices, regardless of perceived benefits. This paper argues that such research is necessary if the inclusion debate is to move from rhetoric to reality.
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Debate over the most effective approaches to facilitate the inclusion of students with mild disabilities (MD) into regular classrooms have gone on for over a decade (Gerber, 1995; Manset & Semmel, 1997; Swanson, 2001; Zigmond, 2003; Fore, Hagan-Burke, Burke, Boon & Smith, 2008). It is assumed that students with MD have been identified as being the most likely beneficiaries of inclusive classroom approaches (Department of Education & Training, Western Australia, 2005), and their segregation has long been regarded as a cause for concern given their academic and social similarities with peers (Dunn, 1968; Will, 1986). However, discussions about the effectiveness of inclusion programs of students with MD within academic literature appear to have reached an impasse. On one hand, Zigmond, Jenkins, Fuchs, Deno and Fuchs (1995) in an examination of several inclusive programs noted limited academic success for students with MD; on the other McLeskey and Waldron (1995), commenting on the same programs, suggest we need to be realistic about academic outcomes and compare these with achievement in segregated environments. Addressing this stalemate, Carrington 2007) suggested that an inclusive program’s success may ultimately depend on the individual teacher’s attitude and pedagogical approach. The conundrum facing those who advocate more inclusive approaches is that teachers may not be able to change their attitudes (and in turn overall pedagogy) unless they employ techniques that engage all students (Slee, 2007); and yet, as Vaughn, Klingner, and Hughes (2000) suggest, teachers tend to favour instructional methods that are familiar and are often reluctant to engage in evidence-based classroom practices, regardless of perceived benefits. This paper argues that such research is necessary if the inclusion debate is to move from rhetoric to reality.
Journals for full download on the link below
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