The Inclusion Activity Intervention and the Participation of Special Education Faculty In Virtual Professional Learning Communities

• In Event: Division D Graduate Student in Progress Research Gala

Abstract

"Teacher collaboration is a pivotal cornerstone of education. Despite the importance of collaboration, faculty do not always find it easy (Johnston & Tsai, 2018). In attempt to address this issue, professional learning communities (PLCs) have been a popular model established in many school districts across the United States. PLCs are structural groups of education faculty organized to work together. The goal of PLCs is to reduce the feeling of isolation within faculty members and provide a structured group for faculty to make equal contributions, collaborate on activities, and engage in reflection to constantly improve student performance (Ontario, 2005). However, while PLCs provide a forum for faculty collaboration, participation is not always equitably shared amongst faculty. During the shift to virtual PLCs during the 2020-2021 school year, an observation was made: special education faculty were participating less than general education faculty. To combat this issue, a facilitation intervention will be introduced called inclusion activities. The purpose of this research is to evaluate if a functional relation exists between the inclusion activity intervention and the participation of special education teachers in virtual professional learning communities. A single case multiple baseline model will be employed to an elementary school experiencing this phenomenon in virtual PLC meetings.
Keywords: special education teachers, school collaboration, professional learning communities
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Author

• Jamie Day, George Mason University