EDLD 5398 Action Research Project

 THE PROS AND CONS OF INCLUSION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

Introduction/Background

Curriculum criteria were formed in a way to ensure all students get the same level of education as students in other classes or other schools. With this educators are able to make sure every student is getting the same essentials for each subject regardless of his or her teacher or campus.  The problem with some curriculum is that it does not assist teachers with required modifications for inclusion students.   With this a number of student’s needs are not being met since each student has a different learning style.  Some students may be visual while others may be auditory learners.  However some students may be slower and need more direction than others.   No matter what the child’s learning style is, the teacher needs to modify his or her teaching methods to ensure each student’s needs are being met. This is where differentiated education comes into play. Due to the passing of numerous federal laws, such as the Americans with Disabilities Act (1990), the individuals with Disabilities Education Act (1990), and the No Child Left Behind Act (2001), full inclusion and its needed workings remain to be of extreme importance to both the learning and emotional environment.  Inclusion education is the mainstreaming of Special Education students into a regular classroom. With inclusion the goal is for all children, disabled or not, to be able to attend a general classroom. This model is often viewed as the educational approach of choice for individuals with disabilities.  However there are significant challenges that ASD students face in general education classes. Severing students with disabilities outside of general education classes is no longer an option (Mastropieri & Scruggs, 2010).

Is the Inclusion program more academically beneficial for ASD students? This project will provide information for general and special education teachers.

General educational teachers are unenthusiastic about ASD students in their classrooms, there is seemingly a bias against the inclusion program. My vision is for teachers to be more comfortable with IEP’s and be willing to work with the inclusion program.

Inclusion programs offer special education students the required services and supports to be successful within a general education classroom. According to Santoli, Sachs, Romey, McClurg (2008), pulling students with exceptionalities out of general education classrooms was not successful; in addition Freidlander (2009) asserted that inclusion is the placement of choice for children with autism spectrum disorders. 

Key terms:

Full inclusion, autism spectrum disorders (ASD), special education, least restrictive environment (LRE)

Literature Review

The importance of my action research project is to work with administers, and teachers to make the inclusion program for ASD students more academically beneficial.  In 1943 Swiss psychiatrist Eugen Bleuler, studied mental illnesses. He coined the word “autism” which comes from the Greek word “autos” meaning “self” and refers to an extreme social withdrawal signifying an isolated self.  Dr. Leo Kanner at Baltimore’s John Hopkins University began using “autism” in its modern sense in 1943 to describe and classify the apparent withdrawn and indifferent behavior of several children studied. “Extreme aloofness” and “total indifference” are two phrases Kanner used to describe autism (Church, 2009, p.524).

In 1990, the Individuals with Disabilities Education Act (IDEA) mandated that children with disabilities would be educated with children who are not disabled to the maximum extent appropriate (Hardman et al., 2008). While developing interventions for students with autism, Mazurik-Charles & Stefanou, (2010) noted that aspects involving impairments in social interaction required the most attention. 

            Children with disabilities benefit greatly from full inclusion the time in general education classroom has proven to increase social skills and behavioral. Current research has revealed that inclusion is good for intervention implementation because children with disabilities were given the opportunity to practice functional skills, such as following daily routines and appropriately interacting with peers, numerous times a day in authentic settings (DeVore & Russell, 2007).

According to the article entitled "Using Technology to Improve the Literacy Skills of Students with Disabilities," reading is often considered the most multifaceted component of literacy, and 10-15% of general education students in K-12 have difficulty in this arena (Thompson, 2004).

The literature states in order for children with autism to be successful in general education settings, a number of carefully planned interventions must be established. In many instances, the LRE for children with autism is a fully inclusive general education classroom. Because ASD occurs on a continuum and encompasses a wide range of exceptionalities (Vander Wiele, 2011).

Action Research Design

Subjects

As a part of the study, the collaborating teachers selected a group of 6 third grade students who were either full-inclusion or partial-inclusion students.  The sample size is small due to limited number of ASD students in third grade. Two of the students were consider high functioning and4 students are consider low functioning  within the ASD spectrum.

Procedures

Curriculum standards were intended to guarantee every student receives the same education as his or her peers. However, the curriculum did not account for the different types of learners in every classroom. Some students are visual or auditory learners.  With that being said, a test group of 6 ASD third grade students were selected to test a theory that inclusion was academically beneficial to all ASD students.  My goal was to work with students within the general education classroom and a self-contained classroom. I want to learn more about The Pros and Cons of Inclusion for Children with Autism Spectrum Disorders.  This study was to determine if the Inclusion program is academically beneficial for all ASD or did self-contained classrooms increase student achievement?

Data Collection

            With the use of SurveyMonkey, I created a pre-survey for participating teachers and staff members to establish the feelings and attitudes towards the Inclusion Program. In the course of this eighteen week study Student improvement was measured with various criteria.  The primary method of determining the student’s success was with, observations, and district benchmark exams. Each week, with the help of classroom teachers students were tested on general education assignments to determine student's overall achievement on weekly reading activities and assessments. The second method of assessment was the student's overall achievement on 6 week activities and assessments.   The final assessment area was to gauge each student's willingness to contribute in class, hence showing increased self-confidence in his or her social skills.  All data was collected and tracked with Google Docs.

ACTION PLANNING TEMPLATE
GOAL:	I want to learn more about The Pros and Cons of Inclusion for Children with Autism Spectrum Disorders.  Is the Inclusion program more academically beneficial for ASD students?
Action Step (s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1.  1.  Obtain permission to conduct research on the campus.	Tonya Avery	August 27, 2012 – August 31, 2012	Written permission from district/campus personnel for research to take place.	N/A
2.  2.  Compile a list of ASD Students to monitor for the project	Tonya Avery	August 27, 2012 – August 31, 2012	Access to students’ scores, and teacher input on criteria	N/A
3.  3.  Draft questions for teacher surveys.	Tonya Avery	August 13, 2012 – August 17, 2012	Microsoft Word	N/A
4. 4.   Meet with supervisor to review survey questions.	Tonya Avery	August 20, 2012 – August 27, 2012	Drafted Survey Questions	Site Supervisor
5.  5. Survey participating teachers about feelings/attitudes towards Inclusion Program.	Tonya Avery	August 20, 2012 – August 31, 2012	Google Docs – Survey or Survey Monkey	N/A
6.  6. Survey students weekly/bi-weekly  progress	Tonya Avery	August 28, 2012 –  October 27, 2012	Weekly Assessments  ,Student Benchmarks	Analyze information in either Microsoft Excel or Microsoft Access
8.   7. Gather research articles and books regarding Inclusion Classrooms.	Tonya Avery	August 20, 2012 – May 31, 2013	Articles, Books, Professional Literature, Blogs	N/A
9.   8. Analyze Survey Data.	Tonya Avery	September 28, 2012 – October 27, 2012	Excel or Access Data from Surveys	Analyze Information from Survey Data
9.  9.Discuss possible interventions for ASD students  in Inclusion Program	Tonya Avery	August 27, 2012 – May 31, 2013	Students’ Scores and Benchmarks	N/A
10. Identify  ways to improve student performance at various stages of instruction	Tonya Avery	August 27, 2012 – May 31, 2013	Students in a Classroom	Classroom Observations
1   11. .  Mark end of year progress of students and end of year teacher survey	Tonya Avery	May 27, 2012 – May 31, 2013	Google Doc – Survey or Survey Monkey	Analyze information in either Microsoft Excel or Microsoft Access
12 Compare data from beginning, middle, and end of year to determine any patterns and/or make observations based on findings	Tonya Avery	May 28, 2013 –  July 1, 2013	Excel or Access Data from Surveys	Analyze Information from Survey Data.  End of year progress in identified areas of need using district benchmark tests, progress reports, report cards, other district/campus quantitative data, teacher observation/interviews
13. Write a Self-Reflection on the Inclusion Program with Cumulative Data and Observation Surveys	Tonya Avery	July 2, 2013- September 2, 2013	Microsoft Word  Data References	Self-Evaluation – Reflection of Recommended Plans of Action to Take Place
14. Share information found on action research with administration, and teachers.  Make recommendation based on data collected from action research.	Tonya Avery	August 15, 2013 – September 14, 2013	PowerPoint presentation at the beginning of the 2013-2014 school years.	Presentation feedback

 Findings

From a general scale, some of the students showed growth in their reading and math skills.  A significant factor that was noticed by all teachers was that the ASD student's growth was based on his or her willingness to participate, function level and social skills in a general education classroom. Students with behavioral issues or poor social skills seem not to progress as much as other ASD students. However, when this group was educated in a self-contained classroom there was sufficient growth, this was due to the individual instruction and minimal distractions.

Mrs. Hester' Students

            Mrs. Hester’s study group consisted of four students.  Students H2-A, H3-B, H4-C, and H5-D. This group of ASD students remained in full inclusion. The group was given the same

Instruction and assignments with little or no support.  Even though students' H2-A and H3-B growth was minimal on weekly assessments. There were significant improvements made in their 6 week assessments and self-confidence level.  Students H4-C, and H5-D showed very little growth and seemed to regress on previous learned material.  H4-C, and H5-D continues to struggle with self-confidence and a willingness to try to complete the assignments.   Within the general education classroom there seems to be a lack of support of the ASD students. Teachers were overwhelmed, students were not engaged and allowed to sit and fend for themselves. Granting all of the students have not shown substantial growth as per the data, their overall abilities have improved.

Mr. Williams’s Students

Mrs. Williams’s study group consisted of two students.  Students W2-A and W3-B, This group of ASD students participated in partial inclusion during social time. For the duration of instruction time students were taught the same curriculum as general education students but in a self-contained environment.  Students W3-A and[TA1]  W3-B suffers from attention deficit disorder (ADD) and has difficulty focusing.  Student W2-A has had a problem focusing on what he is working on since the beginning of the year.  He struggled to pay attention and focus during instruction time.  Although this students' growth is minimal, this student will need additional testing done because it is apparent based on his grades that he cannot retain information.  With student W3-B I saw no motivation or desire to learn. Daily interventions are being implemented to connect and encourage student W3-B to participate in daily curriculum.

Conclusions and Recommendations

After conducting this action research project my study and findings produced significant differences between Inclusion and Self-contained instruction for ASD/Special Education students. I recommend that all general education teachers’ be educated in special education and be equipped with student IEP’s as soon as possible.  Extra support is needed in class for ASD students to ensure they are engaged and on target.  Additional staff development is needed for all teachers on educating ASD students. States and districts, have created standard-based curriculums that teachers must follow.   Despite these requirements, many students are being left behind due to academic and social discrepancies. ASD are being placed in inclusion programs without the needed support to be successful. Inclusion is a great ideal in theory, but not for every student.  Teachers need to be aware of the various learning styles and abilities within the classroom.  This ensures each student is given a chance for success.  with teachers modifying his or her teaching methods to fit the student’s behavior, learning style, or ability.  The goal of this research is to identify ASD students who are falling short in a full inclusion classroom. Furthermore provide a teachers with a variety of strategies, concepts, motivation and discipline that will increase the student achievement.

References

         Church, E. (2009). Using medical imaging to decipher autism.  Radiologic Technology, 

80(6), 523-542.

           DeVore, S., & Russell, K. (2007). Early childhood education and care for children with

disabilities: Facilitating inclusive practice. Early Childhood Education Journal,

35(2), 189-198. doi:10.1007/s10643-006-0145-4
           Dukes, Charles.,& Dukes, Pamela. (2009). Inclusion by design: Engineering inclusive practices in secondary schools. Exceptional Children, 41(3), 16-23.

Hardman, M., Drew, C., Egan, M. (2008). Human exceptionality: School, community,

and family (10thed.). Boston, MA: Allyn & Bacon.

Karten, Toby. (2005). Inclusion strategies that work! Research-based methods for the
classroom. (p. 2) Thousand Oaks, CA: Corwin Press.

           Mastropieri, M., & Scruggs, T. (2010). The inclusive classroom:

Strategies for effective differentiated instruction. Upper Saddle River, NJ: Pearson

         

           Santoli, S., Sachs, J., Romey, E., & McClurg, S. (2008). A successful formula for middle

school inclusion: Collaboration, time, and administrative support. Research in Middle

Level Education Online, 32(2), 1-13.

Thompson, J.R., et. all. (2004), Using technology to improve the literacy skills of students with disabilities. North Central Regional Education Laboratory.

Retrieved October, 24, 2012, from http://www.learningpt.org/pdfs/literacy/disability.pdf

Vander Wiele, L. (2011).The pros and cons of inclusion for children with

autism spectrum disorders: What constitutes the least restrictive environment?

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 [TA1]

EDLD 5326 Week 5 Update on Action Research Project

I have currently completed several  competencies and performance indicators. I am still revising and updating my internship plan, I have completed 95 hours. There are several Campus-supervised Internship activities that I am still in the process of completing.  I need to work with teachers and curriculum coordinators to complete the data surveys of ASD students. I have worked with the Special Education Teachers to collaborate a time management schedule. I have learned how things work from a Classroom teacher and an Administrators point of view. I have gained valuable knowledge of classroom formats and expectations based on monitoring of current educators, administrative staff, and technology leaders. I have spoken with my resource people who will assist me in accomplishing my objectives.  We have set a projected schedule to meet after Winter break.  I have learned that classroom curriculum is very full; there is very little time to implement lessons outside of the scheduled curriculum.

The implementation of this action research project has been very difficult and time consuming. I have completed most of the data collection portion of the project.  I now need to input the data and analyze it.  The surveys I have collected have been very helpful to my research.  However, as I input the data and begin to analyze it, My Action Research Plan will continue to undergo a few changes. I have compiled a list of ASD Students to monitor for the project.  This project will play an important role in the Special Education Department.  I would like to work more with educators to learn and review up to date trends on various stages of instruction.  I have not shared my findings with the research participants.  My plan is to share my progress through weekly meetings, handouts, and the use of my blog which can easily be revised and modified throughout this process. Modifications will be needed due to the time it takes to acquaint myself with the ASD students. This research could be beneficial for Curriculum and Inclusion Programs District wide.  I feel assured that my data and research will be valuable to my campus, teachers, and students.

 

EDLD 5397 Week 3

Draft Action Research Project Progress Report

When I first created my action research journey I was a bit overzealous. I was not sure about what I would research or how to put it together.  After choosing my topic, I became more at ease with my action research.  I have learned many skills while working with a group of people to accomplish a goal.  My Action research journey has been very difficult. My timeline has changed due to the limit access to a campus.

a)    I want to learn more about The Pros and Cons of Inclusion for Children with Autism Spectrum Disorders.  How to make the Inclusion program more academically beneficial for ASD students?

b)    The need for improvement was decided because of poor academic performance of ASD students in general education classes.

c)     The vision for this program is to create a better inclusion program to benefit ASD students. A Committee will be created to help direct certain aspects of the research process. We will recognize significant areas that should be discussed to improve the current standing of the Inclusion program such as student performance. Staff will work together to make assignments that are modified for ASD students and aligned with the curriculum.  Most of the goals are measurable and should reflect student improvement.

d)     The decision-making process consisted of the Administrators, Teachers,Parents, Special Education Department and Campus Diagnostician. The decision was made to make modifications to the Inclusion Program to better address the needs of ASD Students in general education classrooms.    

e)    The essential approach used in communicating the vision to staff, parents, students, and community members was to explain how student success would be achieved.  Staff members recognize the need to analyze the Inclusion Program and implement different approaches to benefit ASD students.                                                                           

f)      The principal and I will be the main responsible contact for this project. There will be committee members consisting of administrators, teachers, and campus diagnostician who will help to facilitate change if any.  The priority is being placed on the students’ learning and social success.  For example this plan was created to increase the amount of time a student participates in a general education classroom and the amount of success the student achieves. Committee member feedback will be important during the observation and application of this project.

g)    All staff members who are involved in this research project will be trained to identify areas of difficulties within inclusion classrooms. The process will be monitored carefully to ensure that improvement is being made. The overall goal of the program is to increase the academic benefit for ASD students in the normal classroom setting.  Teacher surveys and benchmark testing will help to communicate the need to analyze the inclusion model.

h)    My action research project will serve the needs of all students. Students will be in a class that benefits their educational development. A better understanding of modifications and the inclusion program will benefit teachers and students. Learning opportunities will increase and grades should become more favorable and student achievement will rise.

Course-Embedded Assignment Week 5 Reflection2

Self–Assessment

As I look back over this course “Digital Graphics,” I have learned the four basic design principles (C.R.A.P).  Before this course I had no previous knowledge of design principles.  Now I can analyze images and identify each design principle: contrast, repetition, proximity and alignment within an image.
Week two was a bit of a challenge to me. I am not a very creative person so the ideal of a personal logo was frightened. I see logos everywhere every day, but I never gave them a second thought. “Personal branding, by definition, is the process by which we market ourselves to others.” (Schawbel,2009).  By reading the assigned articles, I have gained a great deal of self-confidence and ability to understand the use and importance of self-branding.


Lifelong Learning Skills
The skills I have learned in this course will influence my technology abilities. I was able to exercise my collaboration skills which made the group projects an ease. I feel very confident now with Google docs and web conferences. I will use these tools throughout my technology adventures.


As a Learner
As a learner this course has giving me a wealth of information and tools to use as a technology leader. Based upon the SEG research article, “Understanding Multimedia Learning: Integrating multimedia in the K-12 classroom,” “Research has shown us that the brain processes information using two channels-visual and auditory.  When information is presented using both channels, the brain can accommodate more new information.   The knowledge that I have learned in this course will better prepare me to use more features of multimedia technologies in order to teach different skill levels of learners.


Implementation in the classroom
Implementing the use of websites into a PK-12 classroom will help students create logos, animations, and much more. Familiarizing students with different Web 2.0 tools will allow learners to brand themselves and their ideals.  Websites can be a great way to touch bases with parents and showcase classroom projects.  According to Pitler, Hubbell, Kuhn, and Malenoski (2007), multimedia in different forms can allow students to “use movies and video for instruction and as instruction”
Overall, this course has been a wonderful experience. I will be more equipped to help my co-workers and students with different media projects.  As a novice I still have a lot to learn about digital graphics but this course has opened a window of possibilities to me.



References:
Schawbel, D. (2009). Personal branding 101: How to discover and create your brand. Retrieved    February 15, 2013 from:  http://mashable.com/2009/02/05/personal-branding-101/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development,
Chapter 5, 111

Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom. (2008,September).  Retrieved from http://www.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Paper-20090426.pdf

EDLD 5366 Week 4 Team Project

  Team Website  

https://sites.google.com/site/raagstoriches5/home

EDLD 5366 Animation Break-Time

Break Time by tavery3700 on GoAnimate

Animation Software - Powered by GoAnimate.

EDLD 5366 Digital Graphics

 In EDLD 5366 Digital Graphics our first assignment was to investigate an ancient body of work. The assignment asked use to identify four basic design principles. The design principles are Contrast, Repetition, Alignment, and Proximity.  By using these principles a visual design can be made.   I selected The Bible from Ethiopia to investigate.  My first impression of this ancient work was surprising in respect to the design; I was surprised by the bold use of color and symbols. The contrast of black and red print directed my eyes to the red print. There is a repetition of blue, green and red backgrounds throughout the book. The alignment of the text is basic and some are in columns. The proximity of the text above and around each illustration seems to reflect on the story that follows. 

Check out these virtual books:

http://www.bl.uk/onlinegallery/virtualbooks/viewall/index.html#