1. Literature Review – Academics Literature Review – Social
Which social skill development approaches yield the greatest benefits for students with special needs in an inclusive classroom?
Kendra Strickler
Early Childhood/Special Education Major
Introduction
Literature Review – Academics
Literature Review – Social
Methodology
Push-In Model of Inclusion (Co-Teaching)
Gives students access to relevant curriculum throughout the entire school day with the individualized support they need to be successful
Four Characteristics of Effective Co- Teaching
Two qualified and committed teachers
Taught by both teachers
Equal amounts of collaboration
Learning should happen in a shared setting
Six Approaches to Push-In
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
One Teach/One Assist
One Teach/One Observe
Majority of studies focused on academic gains in co-taught classrooms in elementary or secondary settings
Academic gains for students in push-in classrooms have been studied the most
Students’ overall grades improved in a co-taught classroom
Academic gains for both populations
Academic instruction time, peer-to-peer instruction, and collaboration is greater in co-taught versus segregated classrooms
Majority of students made significant gains in math and reading
Fewer studies investigated social gains in push-in classrooms
Most studies focus on social gains for students with special needs
Even less known about social gains for peer groups
Pros/Cons for students with special needs
Increased communication, social interaction, participation in the school community, and independence
Concerns regarding ability to keep up with peers and receiving too much help from peers
Pros/Cons for general education students in a push-in classroom
Improved social skills and self-esteem, increased independence and responsiveness to others’ needs
Concerns regarding the classroom teachers’ involvement with students as a result of increased responsibilities
Approaches
Peer-Mediated Intervention
Peers have an instructional role, often more effective than teacher modeling/instruction
Peer-to-Peer Tutoring
Students with a stronger peer
Cooperative Learning Groups
Small groups (4-6) for activities
Most effective when roles are assigned and explicitly taught
Qualitative, action research study
A systematic and intentional inquiry into teaching practice or school organizational change.
Third grade classroom in central PA for a total of six weeks
Implement Peer Mediated Intervention, Peer-to-Peer, and Cooperative Learning Group approaches
Collect three sources of data
Personal journal reflections
Formal observation data
Frequency rate of student interactions pre- and post- implementation
Student response survey
Selected References
Barnes, M. A. (2009). Effective inclusion practices. Electronic Journal for Inclusive Education, 2 (4), 1-31.
Friend, Cook, Hurley-Chamberlain, & Shamberger, The six models of co-teaching. Retrieved from
Friend, M. (2015). Welcome to co-teaching 2.0. Educational Leadership,
Leedy, P.D., & Ormrod, J.E. (2014). Practical research planning and design (10th ed.). Saddle River, NJ: Pearson. ISBN:
Mastropieri, M. A., Scruggs, T. E., & Berkeley, S. L. (2007). Peers helping. Educational Leadership,
Murawski, W. W., & Swanson, H. L. (2001). A meta-analysis of co-teaching research. Remedial and Special Education, 22 (5),
Tremblay, P. (2012). Comparative outcomes of two instructional models for students with learning disabilities: Inclusion with co-teaching and solo-taught special education. Journal of Research in Special Education Needs, 13, doi: /j x
Webb, S. H., Hubbell, S. P., & Bedesem, P. (2012). Increasing prosocial behaviors of young children with disabilities in inclusive classrooms using a combination of peer-mediated intervention and social narratives. Beyond Behavior,
1 teach/ 1 observe
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
1 Teach/ 1 Assist
Contact Information
Kendra Strickler
1444 Baugher Avenue
Elizabethtown, PA 17022
Phone: (717)