An inclusive learning environment should embrace diversity and include all students in the academic and social activities of the school, regardless of their level of ability, background, or status (McLeskey, Rosenberg, & Westling, 2013). Apart from students with disabilities, other students that might need support to succeed are those from diverse cultural or linguistic backgrounds, students at risk, and gifted and talented learners (McLeskey, et al., 2013).
Research has shown that inclusive education programs can benefit students with and without disabilities socially and academically, provided that these programs are carefully designed and monitored (Carter & Hughes, 2006; Dore, Dion, Wagner, & Brunet, 2002; McLeskey et al., 2013). However, some parents, teachers, and administrators do not agree with teaching students with disabilities in general education classes for the entire school day (McLeskey & Waldron, 2011). They believe that separate highly specialized instruction for students with disabilities might be required in certain cases (McLeskey & Waldron, 2011).
A major leading question for my research would be how to make instruction more accessible and yet, differentiated to meet students’ unique needs. A “one-size fits all” approach cannot respond to the complexity of inclusive education, but I believe that frameworks such as Universal Design for Learning (UDL) seem to be promising.
UDL is an approach to curriculum design, whose aim is to create flexible instructional goals, methods, materials, and assessments that can be customized and adjusted for individual needs (CAST, 2011). UDL provides multiples means of representation, expression and engagement in order to minimize barriers to learning (CAST, 2011). There are indications that UDL may enhance the delivery of evidence-based practices, particularly during Tier-1 instruction in a Response to Intervention model (Basham, Israel, Graden, Poth, & Winston, 2010; Edyburn, 2009).
I am particularly interested in English Language Learners (ELLs) and culturally responsive pedagogies. As a graduate assistant for The Center for Latino Achievement and Success in Education (CLASE), I have been able to make important connections with in-service teachers in different schools in Georgia.
Culturally relevant pedagogy acknowledges students’ cultural experiences, values, and understandings and integrates cultural nuances into the teaching and learning environment (Brown-Jeffy, & Cooper, 2011). Culturally responsive teaching is a collection of best teaching practices to enhance the academic success of students who are culturally different in classroom settings (Gay, 2000; Santamaria, 2009).
Some preliminary questions that I would like to explore include:
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How can K-12 teachers address the needs of ELLs in the context of inclusive learning environments?
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How can frameworks such as Universal Design for Learning (UDL) facilitate inclusion during Tier 1 instruction in a RTI model?
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What is the role of emerging technologies in the development of design principles for learning and instruction in an inclusive environment?
One possible approach to address my research questions is Design-Based Research (DBR). DBR can be defined as “a series of approaches, with the intent of producing new theories, artifacts, and practices that account for and potentially impact learning and teaching in naturalistic settings” (Barab & Squire, 2004 p. 2). DBR project may use quantitative or qualitative methodologies to collect data, and yields a theoretical perspective or design framework that can inform the work of others (McKenney & Reeves, 2013; Wang & Hannafin, 2005).
My Research Agenda
References
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the
Learning Sciences, 13(1), 1-14.
Basham, J.D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding universal design for learning and technology. Learning Disability Quarterly, 33(4), 243-255.
Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65-84.
Carter, E., & Hughes, C. (2006). Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research & Practice for Persons with Severe Disabilities, 31(2), 174-185.
CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author. Retrieved March 12, 2013, from http://www.udlcenter.org/aboutudl/udlguidelines
Dore, R., Dion, E., Wagner, S., & Brunet, J. (2002). High school inclusion of adolescents with mental retardation: A multiple case study. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 253-61.
Edyburn, D.L. (2009). RTI and UDL interventions. Journal of Special Education Technology, 24(2), 46-47.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
McKenney, S., & Reeves, T. C. (2013). Systematic review of design-based research progress: is a little knowledge a dangerous thing?. Educational Researcher, 42(2), 97-100.
McLeskey, J., & Waldron, N. (2011). Educational programs for elementary students with learning disabilities: Can they both be effective and inclusive? Learning Disabilities Research and Practice, 26(1), 48-57.
McLeskey, J., Rosenberg, M. & Westling, D. (2013) Inclusion: Effective practices for all students ( 2nd ed.). Upper Saddle River, NJ: Pearson Education.
Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214-247.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-24.
First steps for a solid research proposal
I am planning to survey some in-service teachers in the spring of 2014 to identify what barriers and challenges they perceive for successful inclusive environments. I believe that such analysis could inform my future research endeavors, and it would help me to identify an educational problem that is worth investigating. Teachers are the designers and facilitators of instruction and therefore, their insights are extremely valuable to understand what supports are needed for flexible curricula, instructional materials, and assessment. Some researchers have argued that too much emphasis has been placed on facilitating access of students with disabilities to their neighborhood schools and too little emphasis on improving students’ outcomes (McLeskey & Waldron, 2011).
Participants for this data collection activity will be 3rd and 5th grade teachers from elementary schools in Georgia, who are involved with CLASE. Teachers will be asked to take an online survey on a voluntary basis if they are currently teaching in an inclusive classroom or have any experience with inclusion. Teachers will be explained how their participation in this study can inform future research and improve evidence-based practices to support inclusion. Participants may be contacted face-to-face or via email.
The online survey will be created on Qualtrics. The survey will consist of multiple choice questions, Likert scales, ranking, and open-ended questions. The survey will be anonymous to facilitate self-disclosure. However, teachers can provide their names if they are interested in participating in a future research project and wish to be contacted again.