Exploring Inclusive Middle School Content Teachers' Training, Perceptions, and Classroom Practice for Writing

• In Event: Sheraton Roundtable Session Eighteen
  In Roundtable Session: Writing and Learning Across the Content Areas in Special and Inclusive Education (Table 14)

Abstract

Descriptive and qualitative research was used to explore teacher training, teachers’ attitudes/perceptions, and instructional practice for writing in inclusive middle school science (n=22) and social studies (n=27) classrooms. Data sources included questionnaires and interviews with the 49 teachers and four observations for each teacher’s class (n=196). Results suggest a need for pre- and in-service teacher training and professional development for how to teach and incorporate writing, beyond writing notes and short responses, into classroom instruction. Teachers reported a reliance on special education support for students needing small group or individualized instruction and adaptations. Teachers’ responses during interviews and classroom observations corroborate findings that adaptions such as graphic organizers are used and benefit all students in the inclusive content classroom.

Authors

• Linda H. Mason, George Mason University
  Presenting Author

• Stephen Ciullo, Texas State University
  Presenting Author

• Alyson Alexander Collins, Texas State University
  Presenting Author

• Stacie Brady, George Mason University
  Presenting Author

• Latisha Elcock, George Mason University
  Presenting Author

• Lindsay S. Owen, George Mason University
  Presenting Author