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INCLUSIVE PRACTICE AND SELF- DETERMINATION Deborah Crowther, April Goldberg, Ryan Stuewe, Donna Robles, Amanda Winkler.

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Presentation on theme: "INCLUSIVE PRACTICE AND SELF- DETERMINATION Deborah Crowther, April Goldberg, Ryan Stuewe, Donna Robles, Amanda Winkler."— Presentation transcript:

1 INCLUSIVE PRACTICE AND SELF- DETERMINATION Deborah Crowther, April Goldberg, Ryan Stuewe, Donna Robles, Amanda Winkler

2 SOCIAL IMPORTANCE OF ISSUE  Self-determination can influence positive outcomes, increase agency and enhance quality of life for individuals with disabilities and their families (Wehmeyer, 1999).  Two conditions of self-determination, social inclusion and social capital are relevant as it relates to the educational experience of the individual with disabilities.  Inclusive practice has the potential to promote many key aspects of self- determination for students with disabilities.  Fundamental benefits of inclusion not only increase self-determination, but also enhance access to social capital.

3 REVIEW OF LITERATURE  1. Self-Determination  2. Inclusion  3. Early Inclusion  4. Peer Attitudes  5. Social Capital

4 CONCEPTUAL MODEL  The researchers believe that the fundamental benefits of inclusion not only increase self-determination, but also enhance access to social capital. Furthermore, a dynamic and ongoing interplay between these conditions can enhance quality of life and self-realization for individuals with disabilities, empowering them as active agents and volitional members of society.


6 RESEARCH QUESTION Do K-3 students with disabilities who are included have higher measures of self-determination than those who are segregated?

7 METHODS  Setting: Two settings; self-contained classroom and inclusive classroom  Participants: Fifteen students receiving special education services in self- contained (ages 4-8) Fifteen students receiving services in inclusive classroom (ages 4-8)  Parents  Educators/Researchers  Sample size: 30 students

8 DEPENDENT VARIABLE/MEASURES  Outcome variables- self-determination as measured by the AIR Self- Determination Scale.  Capacity +  Opportunity  = self-determination  Outcome measures- three forms of the AIR Self-Determination Scale  Student  Parent  Educator/Researcher

9 INDEPENDENT VARIABLES/MEASURES  Inclusive Classroom  The non-included participants were identified, based on a negative example of the inclusive classroom definition  Descriptive statistics  Demographics  Professional characteristics

10 PROCEDURES  Implementation  Select students from two different schools  One group self-contained classroom & one group inclusive classroom  Identify teachers and parents  Data Collection  Distribute AIR Scales & Profiles  Administer and collect finished scales & profiles  Data Analysis  Independent/Dependent variable categorical  Chi-square test with contingency tables  Analyze differences between pre and post scores

11 TIMELINE FOR COMPLETING PROJECT (March2013) post- score on the AIR Scale Time spent in different settings (Sept.2012- Feb.2013) (August 2012) pre- score on the AIR Scale

12 REFERENCES  Carter, E., Moss, C., Hoffman, A., Chung, Y. & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78 (1), 107- 125  Chenoweth, L., & Stehlik, D. (2004). Implications of social capital for the inclusion of people with disabilities and families in community life. International Journal of Inclusive Education, 8(1), 59-72.  Cho, H., Wehmeyer, M, Kingston, N. (2011). Elementary teachers’ knowledge and use of interventions and barriers to promoting student self-determination. The Journal of Special Education, 45(3), 149-156.  Cross, A., Traub, E., Hutter-Pishgahi, L., & Shelton, G. (2004). Elements of successful inclusion for children with significant disabilities. Topics in Early Childhood Special Education, 24(3), 169-183.  Douglas, F. (1999). According to their peers: Inclusion as high school student see it. Mental Retardation, 37 (6), 458-467  Favazza, P. D., & Odom, S. L. (1997) Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63(3), 405-418.  Gibb, K., Tunbridge, D., Chua, A., & Frederickson, N. (2007). Pathways to inclusion: moving from special school to mainstream. Educational Psychology in Practice, 23(2), 109-127.  Gotto, G., Calkins, C., Jackson, L., Walker, H. & Beckman, C. (2010). Accessing social capital: Implications for persons with disabilities. Retrieved from Accessing%20Social%20Capital%20Implications%20for%20Pers ons%20With%20Disab ilities,%20Final.pdf.  Harrower, J. K. (1999). Educational inclusion of children with severe disabilities. Journal of Positive Behavior Intervention, 1(4), 215-230.

13 REFERENCES  Humphrey, N. & Symes, W. (2010). Peer-group indicators of social inclusion among pupils with autism spectrum disorders in mainstream secondary schools: A comparative study. School Psychology International, 31 (5), 478-494  Kalymon, K., Gettinger, M. & Hanley-Maxwell, C. (2010). Middle school boys’ perspectives on social relationships with peers with disabilities. Remedial and Special Education, 31(4), 305-316.  Loman, S.L., Vatland, C., Strickland-Cohen, K., Horner, R.H., & Walker, H.M. (2010). Promoting self-determination: A practice guide. National Gateway to Self-Determination: Funded by the U.S. Department of Health and Human Services, Administration of Developmental Disabilities.  Quintero, N., & McIntyre, L. L. (2011). Kindergarten transition preparation: a comparison of parent and teacher practices for children with autism and other developmental disabilities. Early Childhood Education Journal 38(6), 411-420.  Salend, S & Garrick Duhaney, L. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20 (2), 114-126.  Trainor, A. (2008). Using cultural and social capital to improve postsecondary outcomes and expand transition models for youth with disabilities. The Journal of Special Education, 42 (3), 148-162.  Walker, H., Calkins, C., Wehmeyer, M., Walker, L., Bacon, A., Palmer, S.,... Johnson, D. (2011).  A social-ecological approach to promote self-determination. Exceptionality, 19, 6-18.  Wehmeyer, M. (1999) A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14 (1), 53-61.  Wehmeyer, M., Palmer, S., Lee, Y. Williams-Diehm, K, & Shogren, K. (2011). A randomized trial evaluation of the effect of Whose Future is it Anyway? on self-determination. Career Development for Exceptional Individuals, 34 (1), 45-56.  Wolman, J., Campeau, P., Dubois, P., & Stolarski, V. (1994). AIR Self- Determination Scale and user guide. Palo Alto, CA: American Institute for Research.  Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental retardation more self-determined in regular classrooms?". Education and training in mental retardation and developmental disabilities, 36 (4), 357-362.

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