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Jacqueline Mantz Rodriguez EDUC 712

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Inclusion ( integration and mainstreaming students with disabilities into general education classes with support) (Munoz, 2007) Inclusion is a focus at high schools in the Coachella Valley

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Understanding teachers and students attitudes and experiences with inclusion is important for developing successful inclusion programs (Clampit, Hollifield, & Nichols, 2004).

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What is the essence of one general education teachers experiences, in the area of writing, with students in an inclusion model classroom? How are students in special education viewed/treated by the teacher and general education students in an inclusion model classroom? What issues do students and teachers face in this service model?

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A high school in the Coachella Valley A Senior College Preparatory English Class using the ERWC curriculum (Expository Reading and Writing Curriculum) Inclusion Model (1/3 students in special education students and 2/3 students in general education)

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33 years Veteran English Teacher for 23 years Drama Teacher for 10 years Bachelors Degree; dual major Radio Television Film and English Masters in Education Teacher at specific school for four years

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Seniors 30 students: 19 males, 11 females 2 African American students, 6 Caucasian males. 2 Caucasian females, 14 Latinas, 6 Latinos 5 special education students with mild to moderate disabilities: 2 with learning disabilities, 2 Autism, 1 Other Health Impaired (hearing issue)

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Students may have other disabilities but qualifying disability is the one cited This classroom does not necessarily reflect all inclusion models at this school or in the area A para-educator was in the classroom providing support to not only students in special education but all students.

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interviewed Teacher T for thirty minutes before observing her Expository Reading and Writing Curriculum (ERWC) senior language arts class. The observation of the classroom lasted forty-five minutes. Teacher was orally interviewed using guiding questions and prompted when necessary to glean deeper information. Observation was done during one classroom period. Observer sat in the back of the classroom.

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Interview was done by note taking during the interview with the teacher Interviewer reviewed notes on interview with general education teacher in order to check for accuracy Interviewee agreed all was accurate

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What is writing? Who is a good writer in the room? What do your students need to improve in writing? What are your biggest challenges in getting them to write? Think of a lesson that went really poorly. Explain What do your students enjoy most about writing? Think of one assignment that went the best in your class?

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Observation was typed directly into an I-Pad during the time of the observation Observer did not review observation with teacher due to an issue with sensitivity of material Note: Researcher notes that status as special education teacher may have influenced interview and observation

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Classroom Environment Interactions between teacher and students in writing instruction Interactions between students in writing instruction Writing Assignment/Strategies Used Specific Comments by teacher or students

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Qualitative study One interview One observation A qualitative method was used due to the need to view teachers and students experience with writing in an inclusion model classroom (Creswell, 2012).

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Data organized and coded for themes using Atlas. ti program open coding and descriptive coding (Saldana, 2012)

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Positive views and actions toward students in special educations Classroom strategies interactive and supportive of writing Teacher frustration with general education students

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Positive Attitudes and actions toward students in special education exhibited by teacher and students in general education Data Teacher reported in interview two good writers were special education students both with autism Two students treated with respect in front of class during observation (attentive listening and clapping for students)

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Teachers definition of writing She stated, I think we write to think. I believe the thinking process is elevated when we connect it to lying down words on paper as there is more ownership Teachers classroom actions echoed her beliefs about writing Used a Socratic dialogue method to review material BEFORE assigning 20 minute writing assignment

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Teachers frustration with all students in regard to writing They can come up with their opinions but they really struggle with what their opponents might say, Teacher T said. They are lazy and undisciplinedthey had no motivation

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Teacher stated these specific students in special education were better in terms of behavior and work ethic than general education students This idea that students in special education may be thought of by some teachers in a positive light is an interesting by product of this interview and observation. Area of future research

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Teachers classroom professional environment Under stress, teacher unprofessional in classroom during student (in general education) and teacher interaction Quote by teacher to student You are irritating me, get out! Student was drinking from juice instead of writing prompt

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This method of discipline would not work with some students with special needs perhaps escalating them and creating a dangerous situation.

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26 of 30 students did have the prompt written down and by 8:45 most of the students had half a page. Only two students had less than five lines. The rigor of a general education class is of great benefit to students with disabilities

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Rigor of the general education classroom must be balanced with strategic strategies designed to support students with disabilities General education teachers require more support from the school site/district to prepare them to work with students with disabilities

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The purpose of this research was to describe the experiences of one teacher and her students from this specific perspective Note: This observation and interview was too small to draw any large conclusions but it did bring up areas for future consideration and research

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Notes: Researchers status as a known special education teacher may have influenced interview and observation of the classroom Interview accuracy was checked by interviewee Observation notes were done during the observation Observation was very detailed orientated and used quotes whenever possible.

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Teachers in special education may benefit from training and or mentorship from general education teachers expertise with rigorous curriculum standards thereby replicating this rigor in special education classrooms Teachers in general education may benefit from training or mentorship from special education teachers expertise with behavior management and knowledge of students disabilities

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Clampit, B., Holifield, M., & Nichols, J. (2004). Inclusion rates as impacted by the perceptions of teachers attitudes, SES, and district enrollment. In National Forum of Special Education Journal (Vol. 14, No. 3, pp. 1-16). Costley, K. C. (2013). Ongoing Professional Development: The Prerequisite for and Continuation of Successful Inclusion Meeting the Academic Needs of Special Students in Public Schools. Online Submission

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Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Sage. Munoz, V. (2007). The right to education of persons with disabilities: Report of the Special Rapporteur on the right to education: United Nations Human Rights Council, 4th Session, Item 2 of the agenda Saldaa, J. (2012). The coding manual for qualitative researchers (No. 14). Sage.