Inclusive%20Practice%20and%20Self-Determination

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Inclusive Practice and Self-Determination

• Deborah Crowther, April Goldberg, Ryan Stuewe,
  Donna Robles, Amanda Winkler

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Social Importance of Issue

• Self-determination can influence positive
  outcomes, increase agency and enhance quality of
  life for individuals with disabilities and their
  families (Wehmeyer, 1999).
• Two conditions of self-determination, social
  inclusion and social capital are relevant as it
  relates to the educational experience of the
  individual with disabilities.
• Inclusive practice has the potential to promote
  many key aspects of self-determination for
  students with disabilities.
• Fundamental benefits of inclusion not only
  increase self-determination, but also enhance
  access to social capital.

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Review of Literature

• 1. Self-Determination
• 2. Inclusion
• 3. Early Inclusion
• 4. Peer Attitudes
• 5. Social Capital

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Conceptual Model

• The researchers believe that the fundamental
  benefits of inclusion not only increase
  self-determination, but also enhance access to
  social capital. Furthermore, a dynamic and
  ongoing interplay between these conditions can
  enhance quality of life and self-realization for
  individuals with disabilities, empowering them as
  active agents and volitional members of society.

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Conceptual Model
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Research Question

• Do K-3 students with disabilities who are
  included have higher measures of
  self-determination than those who are segregated?

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Methods

• Setting Two settings self-contained classroom
  and inclusive classroom
• Participants Fifteen students receiving special
  education services in self-contained (ages 4-8)
  Fifteen students receiving services in inclusive
  classroom (ages 4-8)
• Parents
• Educators/Researchers
• Sample size 30 students

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Dependent Variable/measures

• Outcome variables- self-determination as measured
  by the AIR Self-Determination Scale.
• Capacity
• Opportunity
• self-determination
• Outcome measures- three forms of the AIR
  Self-Determination Scale
• Student
• Parent
• Educator/Researcher

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Independent Variables/measures

• Inclusive Classroom
• The non-included participants were identified,
  based on a negative example of the inclusive
  classroom definition
• Descriptive statistics
• Demographics
• Professional characteristics

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Procedures

• Implementation
• Select students from two different schools
• One group self-contained classroom one group
  inclusive classroom
• Identify teachers and parents
• Data Collection
• Distribute AIR Scales Profiles
• Administer and collect finished scales profiles
• Data Analysis
• Independent/Dependent variable categorical
• Chi-square test with contingency tables
• Analyze differences between pre and post scores

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Timeline For Completing Project
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References

• Carter, E., Moss, C., Hoffman, A., Chung, Y.
  Sisco, L. (2011). Efficacy and social validity of
  peer   support arrangements for adolescents with
  disabilities. Exceptional Children, 78 (1),
  107-125
• Chenoweth, L., Stehlik, D. (2004). Implications
  of social capital for the inclusion of people
  with   disabilities and families in community
  life.  International Journal of Inclusive
  Education, 8(1), 59-72.
• Cho, H., Wehmeyer, M, Kingston, N. (2011).
  Elementary teachers knowledge and use of
  interventions and barriers to promoting student
  self-determination. The Journal of Special
  Education, 45(3), 149-156.
• Cross, A., Traub, E., Hutter-Pishgahi, L.,
  Shelton, G. (2004). Elements of successful
  inclusion for   children with significant
  disabilities.  Topics in Early Childhood Special
  Education, 24(3), 169-183.
• Douglas, F. (1999). According to their peers
  Inclusion as high school student see it. Mental
    Retardation, 37 (6), 458-467
• Favazza, P. D., Odom, S. L. (1997) Promoting
  positive attitudes of kindergarten-age
       children toward people with disabilities.
  Exceptional Children, 63(3), 405-418.
• Gibb, K., Tunbridge, D., Chua, A.,
  Frederickson, N. (2007).  Pathways to inclusion
   moving  from special school to mainstream.
   Educational Psychology in Practice, 23(2),
  109-127.
• Gotto, G., Calkins, C., Jackson, L., Walker, H.
  Beckman, C. (2010). Accessing social capital
  Implications for persons with disabilities.
  Retrieved from http//www.aucd.org/docs/
  Accessing20Social20Capital20Implications20for
  20Persons20With20Disab    ilities,20Final.pdf.
• Harrower, J. K. (1999). Educational inclusion of
  children with severe disabilities. Journal of
  Positive   Behavior Intervention, 1(4), 215-230.

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References

• Humphrey, N. Symes, W. (2010). Peer-group
  indicators of social inclusion among pupils with
   autism spectrum disorders in mainstream
  secondary schools A comparative study. School
     Psychology International, 31 (5), 478-494
• Kalymon, K., Gettinger, M. Hanley-Maxwell, C.
  (2010). Middle school boys perspectives  on
  social relationships with peers with
  disabilities. Remedial and Special Education,
  31(4), 305-316.
• Loman, S.L., Vatland, C., Strickland-Cohen, K.,
  Horner, R.H., Walker, H.M. (2010). Promoting
     self-determination A practice guide. National
  Gateway to Self-Determination Funded by the
     U.S. Department of Health and Human Services,
  Administration of Developmental    Disabilities.
  http//www.aucd.org/NGSD/template/link.cfm.
• Quintero, N., McIntyre, L. L. (2011).
  Kindergarten transition preparation a comparison
    of parent and teacher practices for children
  with autism and other developmental disabilities.
  Early Childhood Education Journal 38(6), 411-420.
• Salend, S Garrick Duhaney, L. (1999). The
  impact of inclusion on students with and without
  disabilities and their educators. Remedial and
  Special Education, 20 (2), 114-126.
• Trainor, A. (2008). Using cultural and social
  capital to improve postsecondary outcomes and
  expand transition models for youth with
  disabilities. The Journal of Special Education,
  42 (3), 148-162.
• Walker, H., Calkins, C., Wehmeyer, M., Walker,
  L., Bacon, A., Palmer, S., ... Johnson, D.
  (2011).
• A social-ecological approach to promote
  self-determination.  Exceptionality, 19, 6-18.
• Wehmeyer, M. (1999) A functional model of
  self-determination Describing development and
  implementing instruction. Focus on Autism and
  Other Developmental Disabilities, 14 (1), 53-61.
• Wehmeyer, M., Palmer, S., Lee, Y. Williams-Diehm,
  K, Shogren, K. (2011). A randomized trial
  evaluation of the effect of Whose Future is it
  Anyway? on self-determination. Career Development
  for Exceptional Individuals, 34 (1), 45-56.