Lu Hettipathirana Research Proposal Presentation

IMPACT OF INCLUSION EDUC 518 -
ON CHILDREN WITH Understanding

Educational
MULTIPLE DISABILITIES Research and

Assessment
A RESEARCH PROPOSAL University of

BY DONA THANUSHI N S HETTIPATHIRANA Liberty
ABSTRACT
Inclusion is a widely discussed subject matter and an expanding field of

research interest in the modern era of Special Education. This study
investigates the impact of inclusion on academic and behavioral
development of children with multiple disabilities. It also examines the
current teaching – learning theories, strategies, and practices used in
inclusive environments; benefits and challenges pertaining to the field of
inclusive education; and the social impacts of inclusion of children with
multiple disabilities. Evidence based knowledge related to the inclusion of
children with Multiple Disabilities is somewhat scarce, however, some past
studies have indicated that inclusion of children with multiple disabilities in
the general education setting have a positive impact on both children with
disabilities and their non-disabled peers. Major implications of the study to
education include, identification of areas for further development of inclusive
education, understanding the nature of impacts of inclusion and practical
encounters in the current inclusive education setting as it pertains to the
inclusion individuals with multiple disabilities and recommendations for
further research.
August 16, 2013 Impact of Inclusion on Children with Multiple Disabilities by Thanushi N S Hettipathirana 2
PURPOSE STATEMENT
The main purpose of this study is to investigate the impact of

inclusion on academic and behavioral development of children
with multiple disabilities.
Some related purposes include:

 Identifying teaching – learning theories, strategies, and practices that
are currently being used in inclusive environments;
 Benefits and challenges pertaining to the field of inclusive education;
 The social impacts of inclusion of children with multiple disabilities.
RESEARCH QUESTIONS
The research questions include the following:

1) What impacts does inclusion have on the development of academic
achievement in children with multiple disabilities?
2) What impacts does inclusion have on the development of behavior in
children with multiple disabilities?
3) What are the social impacts of inclusion of children with multiple
disabilities?
4) What are the current theories, strategies and practices that are being
used to engage and educate children with multiple disabilities in
inclusive environments?
5) What are the benefits and challenges pertaining to engagement and
education of children with multiple disabilities in inclusive
environments?
DEFINITION OF KEY TERMS
 Assistive Technology (AT): A generic term that includes assistive, adaptive

and rehabilitative devices for people with disabilities and also includes the
process used in selecting, locating, and using them.
 Collaboration: Two or more co -equal individual voluntarily brings their

knowledge and experience together by interacting toward a common goal
in the best interest of students for the betterment of their education
success.
 Co-teaching: Two or more individuals delivering substantive instruction to

a diverse or blended group of students in a single physical space.
 Disability: the consequence of an impairment that may be physical,

cognitive, mental, sensory, emotional, developmental, or some
combination of these.
 Impairment: the condition of being unable to perform as a consequence

of physical or mental unfitness; "reading disability"; "hearing
impairment“
 Inclusion: Education of special education children in the general

education setting.
 Individuals with Disabilities Education Act (IDEA): a United States law

that aims to help ensure equity, accountability and excellence in
education for children with disabilities
 Intervention: a method of academic intervention to provide early,

systematic assistance to children who are having difficulty learning
 Least Restrictive Environment (LRE): "Least restrictive environment"

(LRE) means that a student who has a disability should have the
opportunity to be educated with non -disabled peers, to the greatest
extent appropriate.
 Multiple Disabilities: A person with several disabilities
 Pedagogy: The art and science of teaching education.
 Reverse inclusion: Reverse inclusion is the practice of placing students

into a Special Education class on a voluntary basis so that these
students can be social and educational role models for the students
with disabilities
 Self-contained classrooms: a classroom in which the students share

similar academic requirements, usually comprised of children who
cannot be educated in regular education, includes close supervision
and individualized instruction.
 Special Education / special needs education: the education of students

with special needs in a way that addresses the students' individual
differences and needs
 Augmentative and Alternative Communication (AAC): the generic term

used for referring to communication methods used to supplement or
replace speech or writing for those with impairments in the production
or comprehension of spoken or written language
REVIEW OF THE LITERATURE
 A review of quantitative and qualitative literature on the inclusion of

children with multiple disabilities indicated the following:
The engagement and education of children with multiple disabilities in the
general education setting have a positive impact not only on disabled children
but also on non-disabled peers.
Inclusion supports the optimization of individual potential through enhancing the
teaching-learning experience, social perception and community integration.
Positive perceptions, attitudes and beliefs on inclusion supports positive social
change and negative perceptions affect the students with disabilities (SWDs) in
an inclusive setting adversely.
 The review led to the discovery of several emerging themes:
I. Perceptions of inclusion education;
II. Essentials for successful inclusive environments;
III. Theories, practices and strategies of inclusive pedagogy;
IV. Benefits, challenges, hopes and concerns of inclusion.
PERCEPTIONS OF INCLUSION EDUCATION
 A s t u d y b y J o h n s o n ( 1 9 9 9 ) o n f u n d a m e n t a l i n s t r u c t io na l s t r a t e g i es a n d c o n s i d er a t i on s f o r
i n c l u s iv e e d u c a t i on c o n c l u d e s , t h a t , t h e p h i l o s o ph y b e h i n d i n c l u s io n i n t h e s i m p l e s t t e r m s a s
“ E v e r y i n d i v id u al i s a n e q u a l l y i m p o r t a n t l i n k i n t h e s o c i a l c h a i n . ” T h u s , t h e a c c e p t a n c e o f
d i v e r s i t y b y a l l s t a k e h o ld er s i s k e y t o t h e s u c c e s s o f i n c l u s iv e e d u c a t i on . H o w e v e r, p e r c e p t io n
o f i n c l u s ion i s c o m p r i s e d o f p o s i t i v e a s w e l l a s n e g a t i v e a t t i t u d es a n d b e l i e f s a m o n g a l l
i n v o l v ed s t a k e h ol de r s i n c l u d in g p a r e n t s , t e a c h e r s , a d m i n i s t r a t or s a n d p o l i c y m a k e r s ( A l l i s on ,
2012).
 P o s i t i v e p e r c e p t i o n s i n c l u d e ( A l l i s o n , 2 0 1 2 ; D u p u i s , B a r c l a y, H o l m e s , P l a t t , S h a h a , , L e w i s , 2 0 0 6 ) :
 Promotes collaboration among special and general educators:
 Collaboration among special and general educators increases classroom expectations for all students;
 Develops social acceptance and tolerance through increased social and cultural awareness among non-disabled peers;
 Heighten self-concept among students with disabilities;
 View of co-teaching as a positive element for academic achievement among both disabled and non -disables students.
 N e g a t i v e p e r c e p t i o n s i n c l u d e ( A l l i s o n , 2 0 1 2 ; L a m p o r t , G r a v e s & Wa r d , 2 0 1 2 ) :
 The belief among some educators and parents regarding the children with severe disabilities that they “do not qualify for
inclusion but rather for a separate setting”;
 View among special education teacher about themselves as “auxiliary staff”;
 Lack of clarity among administrators regarding implementation costs of inclusion,
 Belief among general educators that they lack training and preparation in behavior management related to special needs
students
 Attitude among general educators regarding workload as being heavy.
ESSENTIALS FOR SUCCESSFUL INCLUSION
 Well trained, highly skilled and knowledgeable staff (Downing and Peckam-Hardin,
2007)
 Instructional variables; specifically, teachers must show instructional flexibility and
competence” including knowledge and choice of “ effective inclusive teaching
techniques” (Johnson, 1999)
 Professional development and training for general education teachers in inclusive
settings especially in terms of instruction delivery and management (Allison, 2012;
Lamport et al. 2012)
 Interpersonal variables ( Arther, Foreman, Bennett and Pescoe, 2008).
 Collaboration and teaming, a positive and caring community and providing a balanced
educational program. (Downing and Peckam-Hardin, 2007)
 Teachers must have the requisite training, knowledge, and attitude(La Barbera, 2010)
 Evaluation of not only teachers but also volunteer support staff assisting special
needs students for qualifications ( Kilanowski , 2010)
 “Systematic program of research into the nature of learning processes and outcomes”
for children with profound and multiple disabilities (PMDs) “to advance our knowledge
of life quality for this population and assist in more fully evaluating the effectiveness
of educational interventions” ( Arther, Foreman, Bennett and Pescoe, 2008)
T H E O R I E S , P R A C T I C E S A N D S T R AT E G I E S O F I N C L U S I V E P E D A G O G Y
 I n c l u s io n i n v o l v e s c a t e r i n g t o a c o m b i n a t i on o f e x t r e m e l y d i v e r s e s t u d e n t s w i t h d i v e r s e n e e d s
i n t h e s a m e s e t t i n g a n d t e a c h i n g t h e s e i n d i v i d ua ls i n v o l v e i n d i v i du a lly t a r g e t e d i n s t r u c t i on a l
delivery (Lamport et al. 2012; Johnson, 1999). Johnson (1999) too suggests that teachers in
i n c l u s iv e e d u c a t i on al s e t t i n g s s h o u l d “ d e v e l o p a n d i m p l e m e nt i n s t r u c t io na l a p p r o a c h e s t h a t
benefit all students”.
 L e a r n i n g t h e o r i e s r e l a t e d t o i n c l u s io n d e s c r i b e h o w l e a r n i n g o c c u r s i n c l a s s r o om b o t h
a c a d e m i c a ll y a n d s o c i a l ly : s o c i a l l e a r n i n g t h e o r y, o b s e r v a t io na l l e a r n i n g t h e o r y a n d g u i d e d
learning theory (Lamport et al., 2012).
 I n c l u s iv e t e a c h i n g t e c h n i q ue s : m u l t i l ev el i n s t r u c t io n, a c t i v i t y - ba s e d a n d e x p e r i e nt ia l l e a r n i n g,
s t u d e n t - di r ec t e d l e a r n i n g a n d s e l f - d e t e r m i na t io n, c o o p e r a t i v e l e a r n i n g a n d p e e r c o l l a b o r a t io n,
m u l t i - a g ed c l a s s r o o m s a n d h e t e r o g e n eo u s g r o u p i n g, i n d i v id ua li z e d a n d a d a p t i v e i n s t r u c t io n,
t e a c h i n g a s f a c i l it a t in g s t u d e n t l e a r n i n g , a n d r e d u c e d c l a s s s i z e ( J o h n s o n , 1 9 9 9 ) .
 C o m m o n i n s t r u c t i on p r a c t i c e s u s e d i n i n c l u s i v e s e t t i n g s : s m a l l g r o u p i n s t r u c t io n, c o - t e a c hi ng ,
o n e - t o - o n e i n s t r u c t io n , a n d p l a n n i n g s u p p o r t ( K i l a n o ws k i , 2 0 1 0 ) .
 U t i l i z a t i on o f a s s i s t i v e t e c h n o l o gy a s a n a t u r a l i s t ic i n t e r v e n t i on s t r a t e g y - a s u c c e s s f u l m e a n s
t o t e a c h p e e r i n t e r a c t io n t o s t u d e n t s w i t h s e v e r e d i s a b i lit y ( C o s b y a n d J o h n s o n , 2 0 0 6 ) .
 C o o p e r a t iv e l e a r n i n g: T h i s a p p r o a c h w a s s u c c e s s f ul i n m e e t i n g i n d i v i d ua li z e d e d u c a t i on p l a n
( I E P ) f o r b l i n d s t u d e n t s a l o n g w i t h t h e u s e o f c o m p u t e r t e c h n o l o g y ( To m a s ik , 2 0 0 7 )
 T h e C o n c e p t o f V I M ( Vi s i o n, I n t e n t i o n a n d M e a n s ) : A n a l t e r n a t i v e t o t r a d i t i o na l w h o l e c l a s s
i n s t r u c t i on ( t h r o u g h w h i c h s t u d e n t s w i t h s p e c i a l n e e d s i n i n c l u s i v e c l a s s r o o m s h a v e m a d e
l i m i t e d a c a d e m i c p r o g r e s s h i s t o r ic al ly ) i s t h e C h r i s t ia n a p p r o a c h o f t r a n s f o r m ed i n c l u s i v e
t e a c h i n g u s i n g W i l l a r d’s t h r e e p a r t p a t t e r n t o t r a n s f o r m at io n : t h e c o n c e p t o f V I M ( L a B a r b e r a ,
2 0 11 ) .
BENEFITS, CHALLENGES, HOPES AND CONCERNS OF INCLUSION
 Benefits of Inclusion:
Benefits to students with disabilities (SWDs) involve: academic and social
success, interaction with typical peers, exposure to everything; higher
expectations, individualized curriculum and instructional support; : higher self-
concept, liking of school and teachers, and greater motivation to work and learn
(Downing et al., 2007; Dupuis et al, 2006)
Benefits to non-disables peers involve: greater awareness and tolerance for
differences; enhanced empathy and compassion for others; develop tolerance
“reflecting higher attitudes across the board.”; learning while helping others and
acquiring of special skills such as sign language and assistive technology
(Downing et al., 2007; Dupuis et al, 2006)
 Hopes over inclusion among SWDs includes a desire to lead normal, happy
productive lives involving employment, college opportunities, independent
living, friends and marriage; and among parents a “desire for their child to be
valued for who they are” (Downing et al., 2007).
BENEFITS, CHALLENGES, HOPES AND CONCERNS OF INCLUSION
 Challenges pertaining to inclusion involve: massive workload on regular

teachers to do with individually targeted instruction delivery to diverse
combination of students in the same classroom; management of disruptive
behavioral issues of some special needs children; emotional breakdown due
to low self-esteem, isolation and depression among special needs students
when learning with peers who are significantly above their learning level; lack
of knowledge and training among general education teachers regarding
special education students and assistive technology; lack of personnel and
material resources for both teacher and students due to lack of funding
(Allison, 2012; Downing et al., 2007; Lamport et al., 2012).
 Concerns for future related to inclusion, among students involved limitations
for further education and meaningful employment; among teachers, worrying
about how the students would find their place in society post school and the
lack of ability for severe and multiple disables children and profoundly low
achieving students to lead independent lives (Downing et al., 2007).
RESEARCH DESIGN
 The research design is a descriptive research, a qualitative approach.

 The qualitative approach, is a more appropriate design approach to this
study, as the purposes of the study involves making careful and highly
detailed observations of educational phenomena related to engagement
and education of children with multiple disabilities in inclusive
education:
a. Potential impacts in the form of change in academic achievement,
behavior and social interaction due to the application of inclusive
educational practice,
b. Current theories, strategies and practices in inclusive education, and
c. Benefits and challenges of inclusive education.
SAMPLING PROCEDURES
 The target population for the study will include special education
teachers, general education teachers, para-educators, administrators
and therapeutic and other specialists.
 The phenomenon of interest to this study is the inclusion of children
with multiple disabilities in general education. Therefore, the cases will
comprise of schools involved in this procedure in the Lounova school
district (a pseudonym used to maintain confidentiality).
 The sample cases will be selected through purposeful sampling in a
non-random manner to include individuals who are experienced in
working with children with multiple disabilities in inclusive educational
settings in the Lounova school district.
 Sample size will include any individual in the school district who have
involvement in the process of inclusion education of children with
multiple disabilities and belong in the target population defined above.
DATA COLLECTION
 The data collection will be carried out via the qualitative survey method
using questionnaire in computer format and interviews as data -
collection instruments.
 The questionnaires will be e -mailed to the respective individuals
included in the sample. The participants will be given two weeks to
respond to the questionnaire via e -mail reply. A second batch of the
same questionnaire will be e -mailed to the individuals who do not
respond within the two week timespan.
 All questions in the questionnaire will comprise of open -ended
questions to gather relevant data pertaining to the research questions
mentioned above.
 The questionnaire will also include a comment section encouraging the
participants to include anything that they think are of relevance and
importance to inclusion education.
DATA COLLECTION
 The questionnaire will be followed by interviews to for further

clarifications and illuminate potential ambiguities.
 A few of special and general education teachers who are
knowledgeable on inclusion education but not involved with teaching
students with multiple disabilities will be selected purposefully to
evaluate the questionnaire items for clarity and relevance to the
process of inclusion education.
 The procedures of data collection will focus only on the emic
perspective of the participants to the questions based on their
experiences pertaining to inclusion education of children with multiple
disabilities.
 The researcher ’s role will strictly be limited to interpretation of the data
gathered in data collection.
DATA ANALYSIS
 This qualitative descriptive research will use an interpretational

approach to data analysis through thematic analysis.
 The goal will be to identify common constructs, themes, and patterns

emerging from the data in relation to research questions.
 Data Familiarization:
The responses of participants will be sorted on question basis using
spreadsheet format.
Clarifications made in the interviews will be sorted appropriately.
I will read through the responses as needed in order to get familiarized with
the data .
DATA ANALYSIS
 Data Coding: The subjective open -ended data gathered in data

collection will be categorized and coded through analysis of response
contents in terms of occurrence of patterns as relevant to the research
questions.
 Identification of Theme: The data codes will be combined and

interpreted in terms of meaningful descriptive themes that accurately
illustrate the data.
 Review of Themes: The extracted themes will be further illustrated

understanding their nature, how they answer research questions and
the interrelationships between the themes through constant comparison
to discover commonalities in the data.
DATA ANALYSIS
 Definition and Naming of Themes: Description each theme in a few

sentences capturing the aspects of data depicted by each theme and
the relevance of the themes.
 Producing the Report:

The themes that contributes meaningfully in answering the research
questions will be included developed as final themes to be included in the
final report.
The final report will include discussion of data under final themes to create a
clear and concise yet comprehensive descriptive account of the data.
DATA ANALYSIS
 Validity and credibility of data analysis:
The final report of interpretations will be validated through a member

checking.
A copy of the interpretive report will be provided to the participants to check
for accuracy and completeness of the interpretations.
Feedback and comments will be used to correct potential errors in
interpretations.
ETHICS AND HUMAN RELATIONS
 Ethical Risks: Certain participants might think that they will experience
discontentment from the colleagues and administrators if they criticize
the procedures of inclusion education in the questionnaire. This will be
minimized by,
Providing the participants the opportunity to opt out of providing their names
Assuring them that their identity will be concealed in the final report
Assuring that the information they provide in the questionnaires are
confidential and will not be passed on to anyone except to researchers
directly involved in the study
 Approval by the Institutional Review Board: The study will need to be

reviewed by an institutional review board as it poses risks for the
participants. I will identify the appropriate IRB and follow its designated
procedures.
ETHICS AND HUMAN RELATIONS
 Gaining entry and cooperation: I will meet with the Lounova county
school board, local school administrators and representatives of the
local teachers association to illustrate the benefits of the study and
safeguards described to minimize the risk to the participants. Their
endorsement will help in gain the cooperation of the target population.
 Progressive discourse: I will notify participants that they can express

concerns about data collection or other research matters at anytime
and I will make appropriate adjustments to the research design to the
extent that they do not compromise the integrity and purpose of the
study.
TIMELINE
 The study will be conducted in January – February when the students

and teachers are well settled in the inclusive educational setting.
 The questionnaires will be e -mailed to the individuals described in the
target population of the Lounova school district.
 The questionnaires will be e -mailed to the respective individuals
included in the sample.
 The participants will be given two weeks to respond to the
questionnaire via e-mail reply.
 A second batch of the same questionnaire will be e -mailed to the
individuals who do not respond within the two week timespan providing
another two weeks for replying.
 This will be followed by interviews for further clarifications after
reviewing all the questionnaire responses.
REFERENCES
Allison, R. (2012). The Lived Experiences of General and Special Education Teachers in
Inclusive Classrooms: A Phenomenological Study. The Canyon Journal of
Interdisciplinary Studies. 1(1). https://cirt.gcu.edu/documents/canyon-journal-of-
interdisciplinary-studies/2012-v11/allisonpdf
Arther - Kelly, M., Foreman, P., Bennett, D., & Pescoe, C. (2008). Interaction, Inclusion and
Children with Profound and Multiple Disabilities: Towards an Agenda for Research and
Practice. Journal of Research in Special Education Needs, 8(3), 161-166. Retrieved from
http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=ehh&A
N=34850189&site=ehost-live&scope=site
Cosby, E.J., & Johnson, S. (2006). Using a Single-Switch Voice Output Communication Aid to
Increase Social Access for Children with Severe Disailities in Inclusive Classrooms.
Research & Practice for Perfsons with Severe Disabilities, 31(2), 144-156. Retrieved
from
http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=ehh&
AN=22080139&site=ehost-live&scope=site
REFERENCES
Downing, J.E., Peckham-Hardin, K.D.(2007, Spring). Inclusive Education: What Makes It a
Good Education for Students with Moderate to Severe Disabilities? Research & Practice
for Persons with Severe Disabilities, 32(1), 16 – 30. Rertieved from
N=26157453&site=ehost-live&scope=site
Dupuis, B., Barclay, J.W., Holmes, S.D., Platt, M., Shaha, S.H., Lewis, V.K. (2006, Summer)
Does Inclusion Help Students: Perspectives from Regular Education and Students with
Disabilities. Journal of the American Academy of Special Education Professionals.
Retrieved from
http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-
education-professionals-jaasep/jaasep-summer-2006/does-inclusion-help-students-
perspectives-from-regular-education-and-students-with-disabilities/index.html
Gall, M., Gall, J., Borg. W. (2010). Applying Educational Research. (6th Ed.). Boston, MA:
Pearson Education, Inc.
Idol, L. (2006). Towards Inclusion of Special Education Students in General Education: A
Program Evaluation of Eight Schools. Remedial and Special Education, 27(2), 77 – 94.
http://dx.doi.org/10.1177/07419325060270020601
REFERENCES
Johnson, G. M. (1999, Winter). Inclusive education: Fundamental instructional strategies and
considerations. Preventing School Failure, 43(2), 72-78. Retrieved from
http://search.ebscohost.com.ezproxy.liberty.edu:2048/login.aspx?direct=true&db=ehh&
AN=1724350&site=ehost-live&scope=site
Kilanowski-Press, L., Foote, C. J., Rinaldo, V.J. (2010).Inclusion classrooms and teachers: A
survey of current practices. International Journal of Special Education, 25(3), 43-56.
Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ909035
Lamport, M.A., Graves, L., Ward, A. (2012, August). Special Needs Students in Inclusive
Classrooms: The Impact of Social Interactions on the Educational Outcomes for
Learners with Emotional and Behavioral Disabilities. The European Journal of Business
and Social Sciences, 1(5), 54-69. Retrieved from http://www.ejbss.com/volume-1-no-5-
2012.aspx
REFERENCES
La Barbera, R. (2011). Transforming Teaching in Inclusive Settings: An Educator Looks at
VIM. A Journal of the International Christian Community for Teacher Education, 6(2).
Retrieved from http://icctejournal.org/issues/v6i2/v6i2-labarbera/
LRE requirements. Building the Legacy: IDEA 2004. Retrieved August 3, 2013 from
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2Cpreamble2%2Cprepart2%2CB%
2C881%2C
Martin, E. W., Martin, R., Terman, D. L. (1996). The Legislative and Litigation History of
Special Education. Special Education for Students with Disabilities. 6(1). Retrieved
from
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nalid=57&articleid=338&sectionid=2255&submit
REFERENCES
Murawski, W. W., Swanson, H. L. (2001). A Meta-Analysis of Co-Teaching Research: Where
Are the Data? Remedial and Special Education, 22(5), 258-267.
Retrieved from http://www.2teachllc.com/murawski%20Swanson%202001.pdf
Tomasik, M. (2007, October). Effective Inclusion Activities for High-School Students with
Multiple Disabilities. Journal of Visual Impairment and Blindness, 101(10). 657 - 659.
Retrieved from
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Thematic analysis. (July 28, 2013). In Wikipedia. Retrieved August 16, 2013 from
http://en.wikipedia.org/wiki/Thematic_analysis
What is inclusion?: Including school-aged children with multiple disabilities in the
regular education setting (2002, November 26). Center for Prevention and Early Intervention
Policy. Retrieved August 3, 2013 from
http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf

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IMPACT OF INCLUSION EDUC 518 -

ON CHILDREN WITH Understanding

MULTIPLE DISABILITIES Research and

A RESEARCH PROPOSAL University of

Inclusion is a widely discussed subject matter and an expanding field of

The main purpose of this study is to investigate the impact of

Some related purposes include:

The research questions include the following:

 Assistive Technology (AT): A generic term that includes assistive, adaptive

 Collaboration: Two or more co -equal individual voluntarily brings their

 Co-teaching: Two or more individuals delivering substantive instruction to

 Disability: the consequence of an impairment that may be physical,

 Impairment: the condition of being unable to perform as a consequence

 Inclusion: Education of special education children in the general

 Individuals with Disabilities Education Act (IDEA): a United States law

 Intervention: a method of academic intervention to provide early,

 Least Restrictive Environment (LRE): "Least restrictive environment"

 Multiple Disabilities: A person with several disabilities

 Pedagogy: The art and science of teaching education.

 Reverse inclusion: Reverse inclusion is the practice of placing students

 Self-contained classrooms: a classroom in which the students share

 Special Education / special needs education: the education of students

 Augmentative and Alternative Communication (AAC): the generic term

 A review of quantitative and qualitative literature on the inclusion of

 Challenges pertaining to inclusion involve: massive workload on regular

 The research design is a descriptive research, a qualitative approach.

 The questionnaire will be followed by interviews to for further

 This qualitative descriptive research will use an interpretational

 The goal will be to identify common constructs, themes, and patterns

 Data Coding: The subjective open -ended data gathered in data

 Identification of Theme: The data codes will be combined and

 Review of Themes: The extracted themes will be further illustrated

 Definition and Naming of Themes: Description each theme in a few

 Producing the Report:

 Validity and credibility of data analysis:

The final report of interpretations will be validated through a member

 Approval by the Institutional Review Board: The study will need to be

 Progressive discourse: I will notify participants that they can express

 The study will be conducted in January – February when the students

Inclusive Classrooms: A Phenomenological Study. The Canyon Journal of

Interdisciplinary Studies. 1(1). https://cirt.gcu.edu/documents/canyon-journal-of-

for Persons with Severe Disabilities, 32(1), 16 – 30. Rertieved from

Disabilities. Journal of the American Academy of Special Education Professionals.

Pearson Education, Inc.

Idol, L. (2006). Towards Inclusion of Special Education Students in General Education: A

Johnson, G. M. (1999, Winter). Inclusive education: Fundamental instructional strategies and

considerations. Preventing School Failure, 43(2), 72-78. Retrieved from

survey of current practices. International Journal of Special Education, 25(3), 43-56.

Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ909035

Classrooms: The Impact of Social Interactions on the Educational Outcomes for

and Social Sciences, 1(5), 54-69. Retrieved from http://www.ejbss.com/volume-1-no-5-

La Barbera, R. (2011). Transforming Teaching in Inclusive Settings: An Educator Looks at

Retrieved from http://icctejournal.org/issues/v6i2/v6i2-labarbera/

Murawski, W. W., Swanson, H. L. (2001). A Meta-Analysis of Co-Teaching Research: Where

Are the Data? Remedial and Special Education, 22(5), 258-267.

Retrieved from http://www.2teachllc.com/murawski%20Swanson%202001.pdf

What is inclusion?: Including school-aged children with multiple disabilities in the

Policy. Retrieved August 3, 2013 from

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