Using Classroom Observation to Identify the Patterns of Classroom Interactions in Different Disability Contexts

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Diversity and Inclusion (Table 6)

Abstract

Early Childhood Education supports children with varying needs through Individualize Education Plans (IEPs) and Special Education (SPED). Teachers navigate their understanding of students’ risk in coordination with these procedures. With ANOVA, PCA, and Pearson’s Correlations we examine 198 classroom assessments (using CLASS); 116 conducted in general population classrooms, 65 classrooms serving children with IEPs, and 17 SPED classrooms. We investigate how the social feedback on institutions generates unique classroom interactions. While IEP and SPED classrooms score significantly higher than general population classrooms in Emotional Support, there is no difference in Instructional Support scores. Regard for Child Perspective, Behavior Management, and Language Modeling are key differences in teaching strategies based on classroom context, variation which indicates a framework for future policy.

Author

• Maya Szafraniec, University of Missouri - Kansas City