A Research-Practice Partnership to Promote Inclusion for Students With and Without Disabilities: Guiding Principles for Practice

• In Event: Research-Practice Partnerships for Educational Transformation

Abstract

Objective

Research Practice Partnerships (RPPs) with actively involved teachers are more likely to make lasting education reform impacts (Handelzalts, 2009). Few RPPs have examined how best to support teachers in implementing inclusive pedagogy in their classrooms (Ainscow, et al., 2004; Brandon & Charlatan, 2009). This study describes teachers’ experiences participating in a RPP to promote inclusive pedagogy in upper elementary and middle school classrooms of children with and without disabilities.

Perspective

We used a strengths-based framework to work with teachers in both mixed groups and grade level specific teams to develop detailed, student-centered lesson plans that highlighted socioemotional concepts and promoted inclusion of neurodiverse students.

Methods

Teacher participants (N=9) came from three different districts (4 schools; grades 4-8). All participating teachers held multiple subjects credentials and reported having from 3 to 17 years of teaching experience. Teachers’ race and ethnicity reflected our state’s racial and ethnic variability. Students requiring free and reduced lunch ranged from 18% to 99% of the student body.

Data sources

Four times over one academic year, teachers participated in audio recorded workshops to reflect upon an anchor experience (i.e., a documentary film about a teenager with autism) and learn from empirical evidence about effective methods for implementing inclusive practice principles into class activities. Teachers also completed surveys quantifying the impact of these workshops on their practice.

Results

All nine teachers reported an increase in confidence about their abilities to include students with disabilities. They also reported that their experiences positively affected their ideas about inclusive practices. Participating teachers valued the time they had together to co-develop class activities. Lessons were implemented by multiple teachers so they could discuss modifications and give meaningful suggestions and feedback to each other. One teacher noted: “The co-created lessons designed over the course of this year had a major impact on my students because I was mindful of teaching the social emotional curriculum with a purpose.” And another pointed out: “While talking with teachers, I was able to discuss and read their reflections and then make the necessary modifications for my own classroom.”

Participating teachers also broadened their ideas of inclusion and inclusive education during the project. One teacher said: “I used to think of inclusive practices as ways to include the more obvious ‘outcasts,’ but now I see it as an important practice with all students. Every student is excluded in one way or another and needs to be explicitly taught how to reach out and support one another.”

Significance
From this RPP we developed five guiding principles to inform the implementation of new concepts like inclusion; (1) use empirical evidence and collaborative lesson planning activities to develop an explicit, shared understanding of inclusive practices; (2) Select a relevant “anchor” experience that participants can refer to throughout the project; (3) develop an iterative process of meeting, discussing, assessing, co-planning; (4) Use a strengths-based approach to work with all students; (5) Establish a respectful, reflective, and open disposition toward all questions and suggestions.

Authors

• Shana R. Cohen, University of California - San Diego

• Christoforos Mamas, University of California - San Diego

• Caren Holtzman, University of California - San Diego