My Action Research Plan

GOAL: During the entire course of the first semester, the effectiveness of inclusion and collaborative teaching will be examined and compared with self-contained/resource to determine student placement and address specific student needs.

Data Collection Procedures/Instruments

Parental and administrative consent will be secured before study of the inclusion class is to begin. The students’ data will be collected by assigning the students numbers; their names will not be used so as to maintain confidentiality when writing or sharing this research data. Additionally, the teachers will be referred to as special education or general education teachers. Their identities will also remain private.

The study will be conducted over the course of one semester or two nine-week periods. The students and teachers will be expected to make journal entries that reflect their personal perceptions of the inclusion class. Also, the journal entries will periodically require the participants to answer open ended questions designed to narrow the focus of the responses.

In the first nine weeks the students will be given assessments to determine their academic levels in reading and mathematics. Also during this time, the instructors will use traditional teaching methods to determine their effectiveness, and end with weekly assessments to measure student achievement in the form of a state benchmark test. During the second nine weeks the teachers will use the data collected in the first six weeks to group the students according to ability levels and collaboratively design instructional plans that require the presentation of information to be stratified and more inclusively structured for their students while continuing to apply weekly assessments.

By the end of the first semester, the inclusion teachers will have implemented accommodations and modifications to their classroom instruction that would allow for each of the students to have had an opportunity for academic growth. The general education teacher will continue with traditional teaching methods. These efforts will be measured by ending the nine weeks with a district-wide benchmark test. Also at the end of the second nine weeks, the students and teachers will be given a survey designed to measure their degree of satisfaction or dissatisfaction with instructional and social aspects of the inclusion class.

Of Wonderings, Passions, and Picking a Topic: Week 2 Reflections

This week we read about nine areas or "wonderings" that school leaders deal with day-to-day. Never have I imagined becoming a school principal, (although I have recently decided to be an administrator, but one in charge of technology) and this week's readings only highlight the complexities this job entails. Sure, things sound more complicated when you read about them in print with hifalutin terms, but in reality, it is much more complicated. The nine "wonderings" are staff development, curriculum development, individual teachers, individual students, school culture/community, leadership, management, school performance, and social justice or equity issues. After reading about all of the above I got to "wondering," how can principals still afford to sleep at night. Or do they?

Another thing we did this week was to pick a topic for our action research. Three topics I have considered include the following: educating students with special needs in inclusive classrooms as opposed to self-contained or Resource classrooms, reasons why Technology Applications TEKS is not addressed in GISD elementary schools, and the effectiveness of “Schools of Choice” versus traditional school zones.

After conferring with my site supervisor, we have both concluded that it will be beneficial for me, my students, and my colleagues if I conduct my action research on the effectiveness of educating special needs students in inclusion classrooms in comparison with self-contained or Resource classrooms. We arrived at this conclusion after two meetings, and we both agreed that my educational and career background both lead me to this topic as well as it directly addressing a pressing need.

Education is moving toward inclusion of special needs students in the regular education classroom. This means special needs students spend the majority of their educational experience with their regular education peers being exposed to general education curriculum, extracurricular activities, and general education instructors with accommodations and modifications.

Another reason for choosing this topic is that it is relevant to current trends in education. These trends are driven by federal and state legislation determined to ensure that all students are receiving a quality education and being taught by highly qualified personnel. Does collaboration between special education teachers and the general education teacher ensure that the needs of special education students are being met through differentiated instruction and support in the general education classroom?

As a special education teacher, it is incumbent upon me to determine the best and/or ideal placement for each of my students and discover avenues to best assist all of them so they will achieve their educational goals in a mainstream environment, as well as any. Understanding the components, merits, and effectiveness of inclusion will allow me to make sound decisions, monitor student progress, improve methods of teaching and learning in the classroom, and effective use of resources (including personnel). Concentrated focus on this topic will also allow me to develop Individualized Educational Plans (IEP's) and curriculum that will target the education of special needs students in the general education setting.