Perspectives of Students About Teacher Effectiveness in Inclusive Classrooms

• In Event: Addressing Students' Special Educational Needs When Implementing Inclusive Education

Abstract

Purpose
The purpose of this study was to examine high school students with disabilities perspectives on ways a teacher’s pedagogy in inclusive settings can support or hinder their academic success. While much has been written in the United States (U.S) about teacher perspectives of what constitutes an effective inclusive teacher, there have been few studies that focus on the perspectives of students. When student voices are foregrounded, they can make a powerful contribution to knowledge in the field of education.
Perspective
Ninety-five percent of the students in the U.S receive the majority of their education in general education classrooms (NCES, 2016). As a result, more general education teachers are expected to be: knowledgeable about legal accommodations documented in Individualized Education Programs (IEPs); collaborative in various models of co-teaching (Friend & Bursuck, 2002); practice differentiated instruction (Tomlinson, 2014); and implement principles of Universal Design for Learning. The field of Disability Studies in Education (DSE) and its engagement with inclusive education informs the theoretical framework guiding this study (Baglieri, 2012; Danforth 2014). Several of the tenets of DSE are pertinent, including: (1) it privileges ‘the interests, agendas, and voices of people labeled with disability/disabled people’ (Connor, Gabel, Gallagher, & Mortin, 2008); and (2) adheres to an emancipatory stance, conceptualizing researching working with people with disabilities as informed participants not ‘subjects’.
Method
Forty high school students in inclusive classrooms from three schools in a large urban city were included. Participants were interviewed using a qualitative semi-structured interview consisting of open-ended questions related to what makes an effective or good teacher? Student responses were audio recorded and transcribed. We utilized a grounded theory approach first analyzing data in relation to the research questions posed to identify repeated elements that were then extracted and reviewed, with view to determining major concepts or categories, and then refining categories.
Findings
When students were asked what makes an effective or ‘good’ teacher, two major categories emerged of ‘Teacher Characteristics’, which speaks to a teacher’s personality and general disposition, and ‘Pedagogical Practices’, which focus on the actions teachers take to ensure students are learning. Effective teacher characteristics included being empathetic and accepting of student differences. One student noted that, “teachers should not be judgmental.” Another student noted that allowing for student diversity in learning is critical, “I think the most important thing for a good teacher is to make exceptions for students, and not expect everyone to be the same.” Effective pedagogical practices were identified as (1) using motivational strategies, (2) using multi-modalities, and (3) checking in with students via questioning. Students recognized their particular need for multiple means of representation of course content as one student noted, “I’m more a visual learner so the audio content isn’t really helpful for me…I have to see.” Also, students appreciated interactive, transactional strategies for learning. One student stated that teachers should “ask ‘do you actually get this?’ and if they feel that someone isn’t getting it, spend extra time with them.”

Author

• Wendy Cavendish, University of Miami