Making inclusion work in general education classrooms

Annotated Bibliography

Algozzine, B., Harris, M., Mutua, K., Obaikor, F. E., Rotatori, A. (2012) Making inclusion work

in general education classrooms. Education and Treatment of Children West Virginia

University Press,35 (3),477-490.

In this article the authors discuss the importance of every child regardless of ability being an important member of the school community. They feel inclusive schools are socially just and can stop discrimination, stigmatization, and create welcoming communities. The authors identify some key elements in effective inclusion practices. These include differentiated instruction that is flexible, clear, uses assessments to adjust teaching methods, emphasizes critical thinking, and engages students. Some strategies for teachers include collaboration with other professionals and parents, pre-teaching, using evidence based methods, and trying different teaching models with special education teachers including station teaching, one teach- one assist, parallel teaching, alternative teaching, and team teaching. This article also includes two stories of children with disabilities and their education experiences.

Angelides,P., Hajisoteriou,C., Savva, K. (2012). Leading inlcusion: Special teachers as leaders in

the development of inclusive education. International Studies in Educational Administration, 40(1), 75-88.

In this article the authors use interviews to assess how special education teacher leadership can promote development of inclusive education, what roles special education teachers adopt to promote inclusive education, and what barriers are involved in the process. Under the category of special education teacher leadership and the promotion of inclusion, the authors found that communication between the special educators and general educators helped to create bonds and change negative views about inclusion. Under the category special education teacher roles, the authors found that when the special educators took on decisions making roles more positive changes were possible, also the authors found when special educators build communication with students and parents the students receive supports they need. Under the obstacle category, the authors found administration to hinder leadership of special educators when the power is centralized and undivided. The authors really delve into the need for special educators to be pro-active and flexible in order to create effective inclusive environments.

Casale-Giannola, D. (2012) Comparing inclusion in the secondary vocational and academic

classrooms: strengths, needs, and recommendations. American Secondary Education, 40(2), 26-42.

This article is a study that uses observations in 67 inclusive classes, 50 consultation meetings, and surveys to compare strengths and weaknesses in inclusive professional technical education classrooms and academic classrooms in two schools. The study finds strengths in inclusive academic classes include meaningful student teacher rapport, real-life connection to content and intriguing discussion, motivating students through active learning and multi-learning modalities, and good collaboration between co-teachers. The weaknesses found in inclusive academic classes include a lack of teacher strategy, a lack of necessary skill from students with disabilities, a lack of co-teaching and collaboration, a lack of special education awareness, uneven scheduling of students with disabilities, and limited student assessment. The strengths found in inclusive vocational classes include real-life connections, active learning opportunities, repetition, meaningful teacher student relationship, and teacher passion and expertise. The weaknesses found in inclusive vocational classes include weak student basic skills, lack of understanding special education, and difficulty supervising the classroom. Some specific benefits that the vocational programs had include differentiated and active learning opportunities, real-life connections, and community building. The author then makes recommendations for both types of classes including active learning, basic skills supports, increasing teaching strategies and methods, understanding special education, increasing collaboration and co-teaching, improving behavior and class management, and community building.

Male, D.B. (2011). The impact of a professional development program on teacher’s attitudes

towards inclusion. British Journal for Learning Support, 26(4),182-186.

This article studied 48 teachers that were enrolled in a 10 week Masters program course for special and inclusive education. The author first discusses previous studies that show teacher in-acceptance of inclusion reflects negatively on the efficacy of programs. A survey was given to the participants prior to the course. The survey included questions of inclusion pertaining to students with physical/sensory, social, academic, and behavioral disabilities. The participants used rating scales of 1-6, 1 being strongly disagree and 6 being strongly agree. The first test had a mean score of 4.23 (agree somewhat). The survey was given again after the course and the mean score this time was 4.86 which is closer to 5 (agree). The category that received the lowest scores was behavioral disabilities. The author concludes that the study does show a positive attitudinal shift and that policy makers should include more funding for special education training.

Miller, M. (2008). What do students think about inclusion? The Phi Delta Kappan, 89(5), 389-

391.

This article explores the often overlooked viewpoint of students who are in inclusive classrooms. The author is a college educator who works with pre education students. He has his students go out into the community and interview adolescents about their views of inclusion. The college students have found very positive viewpoints from the grade-school students with regard to inclusion. The views expressed by these students are that special needs students have just as much right to be included as they do. Some of the interviewed students do not feel inclusion is beneficial but only in specific instances where they feel the student in question would fare better in a special classroom.