Presentation on theme: "INCLUSIVE PRACTICE AND SELF- DETERMINATION Deborah Crowther, April Goldberg, Ryan Stuewe, Donna Robles, Amanda Winkler."— Presentation transcript:
INCLUSIVE PRACTICE AND SELF- DETERMINATION Deborah Crowther, April Goldberg, Ryan Stuewe, Donna Robles, Amanda Winkler
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.
REVIEW OF LITERATURE 1. Self-Determination 2. Inclusion 3. Early Inclusion 4. Peer Attitudes 5. Social Capital
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.
RESEARCH QUESTION Do K-3 students with disabilities who are included have higher measures of self-determination than those who are segregated?
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
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
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
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
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
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