Inclusion as a solution for preparing students with disabilities for graduation

¶ … FORMALITY: IS INCLUSION THE ANSWER IN PREPARING SPECIAL-NEEDS STUDENTS FOR LIFE AFTER GRADUATION?

Students with disabilities are all too often graduating high school completely unprepared to function effectively in the real world. The reality is that inclusion many times is characterized merely by the student with disabilities being present in the same general classroom as other students and not equally represented in the receipt of proper educational provisions for learning.

Inclusion however, involves more than a mere representation of students with disabilities in the regular classroom and specifically involves training and education of teachers so that they are effectively enabled to provide inclusion in its' true form in the regular classroom which may include the use of special tools or props and specialized instructional methods geared toward enabling the learning of students with disabilities.

Definition of Terms

Mainstreaming: Mainstreaming is defined as the "participation of children with disabilities in regular education classrooms as appropriate originally conceptualized as for the purpose of activities that are non-academic in nature and in a manner viewed as a visit to the general education classroom in which teachers are not prepared to implement effectively.

Inclusion: Inclusion is defined as the "education of children with disabilities in regular classrooms with support services provided as necessary and to include academic studies in which the students with disabilities are members of the general education classroom an environment that critically requires collaboration.

Students with Disabilities: "A person with a disability is someone with a physical or mental impairment that substantially limits one or more major life activities. A person is considered to be a person with a disability if he/she has the disability, has a record of the disability, or is regarded as having the disability." (Office of Student Development and Counseling Center, 2006)

Physical Impairment: "Means any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one of more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skill and endocrine." (Office of Student Development and Counseling Center, 2006)

Mental Impairment: "Means any psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disorders." (Office of Student Development and Counseling Center, 2006)

Inclusionists: Individuals who support inclusion of special education students in the classroom environment.

Background of the Study

Inclusion of students with disabilities sounds in theory to be a grand scheme by which to further the education of the students with disabilities and in truth, when inclusion is correctly implemented it does just that. However, there are too many instances of inclusion merely translating to students with disabilities being placed in the general education classroom without any of the necessities to actually assist the student with disabilities in their learning acquisition. Block (1999) states in the work entitled: "Did We Jump on the Wrong Bandwagon? Problems with Inclusion in Physical Education" that inclusion is the "the philosophy of merging special and general education and placing all children with disabilities in general education settings..." (p.1) While there have been reports, although limited in nature, that state that inclusion can be successful there are just as many reports that inclusion simply does not always work. (Block, 1999, paraphrased) Block states: "In their zest to promote inclusion, many inclusionists forgot about the child. That is, we were so busy promoting the philosophy, we forgot to look at each child's needs. Focus of attention was solely on placement." (1999, p.1) It is additionally noted by Block (1999) that possibly the greatest problem with inclusion has been the "lack of personnel support." (p.1)

The work of Mamlin (1999) entitled: "Despite Best Intention: When Inclusion Fails" reports a study with the aim of discovering what inclusion looks like and what meaning that inclusion had for participants when inclusion was implemented as part of a district and university restructuring initiative. This initiative was reported to be funded by a grant from the U.S. Department of Education. The focus of this initiative is reported to have been "services and settings for students with disabilities -- especially those served in self-contained settings." (p.43) Mamlin's study reports that inclusion of special education students with general education students was occurring "for a small number of students." (p.43) Findings reported by Mamlin is that little change "in the practices or attitudes of the staff toward special education occurred at Watkins" and that while Watkins did make progress on many key indicators special education at Watkins was viewed as a "separate system, and the idea of collaborating with general education remained foreign to the staff at Watkins." (1999, p.43) Of students who were receiving special education services in Watkins school district "61.8% were segregated for instruction." (Mamlin, 1999, p.45)

Furthermore, while special education teachers were under the expectation that they would "...use the district curriculum and make modification, they seemed to have little access to this curriculum and little guidance in using it." (p.45) Additionally it is stated that students in special education classes "were viewed as qualitatively different from those in general education classes -- precisely the view that advocates of inclusion seek to modify." (Mamlin, 1999, p.45) Mamlin states that likely the "clearest them that emerged from this study was that of leadership. It has been generally acknowledged that effective leadership is important to an organization's ability to change." (Mamlin, 1999, p.47)

Purpose of Study

Students with disabilities are not prepared to enter the real world upon graduation due to the frailty and inherent limitations of what many term to be inclusion but in reality is only a shadow of inclusion as it has been conceptualized in the minds of researchers and studies that have stated support for inclusion as a critical factor in the education of students with special needs in the classroom.

Literature Review

Inclusion of Students and Levels of Disability

The work of Eric W. Carter (2006) entitled: "Including High School Students With Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators" published in the journal of Research & Practice for Persons with Severe Disabilities" states that the importance of inclusive educational services for students with severe disabilities has received strong articulation from a variety of sources. Despite this support, the adoption of inclusive educational practices in which students with disabilities are full-time members of general education classrooms and provided the appropriate supports, modifications and services necessary to learn -- by schools across the country remains slow, sporadic, and uneven." Carter relates that the majority of students with severe disabilities "spend a limited amount of their school day attending general education classes." (2006) Stated specifically are the statistics as follows indicating the amount of time that students with specific disabilities spend 'outside' of the general education classroom:

Students with multiple disabilities -- 72%

Student with mental retardation -- 58%

Students with Autism -- 60%+ (Carter, 2006)

The majority of students with all types of disabilities were found to be spending the majority of their day outside of the general education classroom. Carter states specifically that practically all benefits which are "…associated with including student's in general education classrooms were rated as substantial…across groups, the most substantial benefit for students with severe disabilities was judged to be "opportunities to interact socially with classmates" (A / = 4.4(>); for general education classmates, "improving attitudes toward students with disabilities" (M = 4.41); and for the respondents themselves" increasing their knowledge about students with disabilities" (, / = 4.07). The benefit item rated as being the least associated with including students in general education classrooms was "improving academic or vocational performance" for general education students (M = 2.96). Significant effects for group were not found on any of the benefit items, suggesting that groups viewed the benefits associated with inclusion similarly." (Carter, 2006)

Carter reports a study that finds that "moderate to substantial barriers were identified by all groups" and that the most prominent among these were "limited time to collaborate, lack of resources and personnel in general education classrooms, and the behavioural challenges exhibited by students with disabilities." (2006) Furthermore, "the ratings of instructional practices also raise questions about the extent to which students enrolled in general education classes are truly accessing the general curriculum. " (Carter, 2006) Educators are stated by Carter to be challenges through recent legislation to "ensure that instruction provided to students with and without disabilities aligns with local and state standards." (Carter, 2006)

Stages of Transition

The work of Fritz (2004) entitled: "Graduation Considerations for Students with Disabilities" states the guidelines for transition and the different stages of transition of students with disabilities. The following figure contains a listing of these stages of transitions that the following guidelines are applicable to the student with disabilities in terms of their transition planning.

Figure 1

Transition Planning Stages & Descriptions

Source: Fritz (2004)

Best Practices

Best practices identified by Fritz (2004) include those which make the provision of: "…consistency and meaningful decision-making processes regarding graduation that:

(1) Apply to the range of special education students who move from public education and may or may not enter adult services such as those in the Developmental Disabilities System, Behavioural Health System, Vocational Rehabilitation or others; and (2) Reflect a transition planning continuum involving academic, life, social, emancipation and other skill development or preparation in a variety of learning/experiential settings; and (3) Are driven by the importance of: (a) Flexible, individualized, student-centered progress; (b) Maturational, social, life/functional, and/or vocational skills, information, tools and experience; (c) Coordinated, two-way, geographically realistic and early cross-system involvement and information exchange; (d) Positive experience that enhances opportunities for success as a productive community member and minimizes trauma; (e) Student input (wants, interests, concerns and dreams); (e) Multiple perspectives and mutual support for students' benefit; (f) Parent/family input (wants, interests, concerns, dreams and observations); and (g) A planning and decision-making process that fosters more clarity and predictability." (Fritz, 2004)

According to Fritz (2004) the foundation for an exploration that is thorough investigating factors that affect student transition and readiness for graduation are is one that is "consistent with these criteria…"

Inclusion: Necessary Factors for Success

The work of Mamlin (1999) entitled: "Despite Best Intentions: When Inclusion Fails" states that a review of the literature "indicated that numerous factors are necessary for inclusion to have the greatest chance of success" and that three of these factors are identified as: (1) administrator preparation; (2) teamwork among educators; and (3) professional input. The work of McDonnell, McLaughlin, and Morison (2000) entitled: "Educating One & All" states that research has indicated that students with disabilities who "were successful in obtaining and maintaining paid work in the community after they exited high school were those who received ongoing opportunities for direct training in community employment sites throughout their high school careers and obtained a paying job prior to graduation." (McDonnell, McLaughlin, and Morison, 2000)

Effective Preparation Programs

Effective preparation programs for employment of students with disabilities includes those in which: (1) the curriculum reflects the job opportunities available in the local community; (2) training that takes place in actual job sites; (3) training that is designed to sample the individual's performance across a variety of economically viable alternatives; (4) training that provides opportunities for interaction with people without disabilities in a work setting; and (5) training that culminates in a specific job placement. (McDonnell, McLaughlin, and Morison, 2000)

Hypothesis

High school inclusion of special-needs students presents a unique opportunity to either positively or negatively affect the student with disabilities in terms of their entering the real world upon graduation.

Research Questions

The research questions in this study are those stated as follows:

(1) What specific factors in the provision of inclusion in today's classroom specifically relating to students with disabilities best serve to prepare students for entering the real world upon graduation from high school?

(2) What provisions are available in schools and in communities to assist students with disabilities in their transition from high school to the working world?

(3) What 'best practices' have been identified for implementation of inclusion of students with disabilities in the general education classroom.

Design-Methods and Procedures

The methodology that will be utilized in the research proposed herein is qualitative in nature in that it is interpretive and will be conducted through survey/questionnaires and focus group studies in which students, parents and teachers will participate by informing the study undertaken of the specific factors affecting the student with disabilities and their experience of inclusion in the general education classroom. This research will conduct an extensive review of literature in this area of study in addition to the survey/questionnaire and focus group studies proposed for conducted the examination of the data in this specific area of study.

Limitations

The limitation in this study is the brief time in which is allotted for the research study. This study will address this issue and delimitation will involve an extensive review of literature in this study area in what will represent a meta-analysis and synthesis of previous study findings.

Summary

The literature examined in this brief review has indicated that research is needed in the area of study concerning students with disabilities and their transition following graduation from high school into the working world. Therefore the recommendations in this proposal include the recommendation that a more in-depth study be conducted in order to gain more knowledge concerning this transition. Findings in the proposed study will significantly serve to inform educators, parents, and students with disabilities.

Methodology

Instrumentation

This chapter presents the methodology employed in the present study and is specifically in the form of a questionnaire with open-ended questions.

Demographics

The sampling in this study was conducted among participants that attended Memphis public schools in the North area region and specifically are 35 special education students who graduated between May 2006 -- May 2009. The interviews were conducted via telephone for students unable to attend personally for the interview to be administered.

Gender

Male

23

Female

12

Race

Caucasian

2

African-American

27

Hispanic

6

Primary Disability

Specific Learning Disability -- 9

Mental Retarded

17

Functional Delayed

4

Emotional Disability-

3

Hearing Impairment

2

Inclusion Characteristics of Two Inclusion Groups of Participants

21

Participants in this study who were included in full inclusion classrooms with mostly non-disabled peers of mixed age groups one grade level below their own

14

Participants who were in self-contained classes with only one to two inclusion classes

High School Graduation and Diploma Status

12

Students graduated with a SPED Diploma (4 have part-time employment that they found on their own w no continue education plans. All 4 live at home with their parents. Out of the 4, 1 young man is on house arrest he is only allowed to go to work) (2 have full time employment 1 student after she graduated had two kids and living on her own. The other student reported that she lives with her grandparents and the school counselor help her get her job at the Nike factory. She didn't want to go to college and grandparents were okay with her decision. She felt that her math classes really help her in the field that she is in currently.

6 Students graduated with a Regular Diploma (4 of those 6 were in mostly SPED classes not full inclusion. Also out the 4 student who took very few general education classes, reported that they felt that they learned more and was able to pass standardize test with the help of their SPED Teachers and after school tutoring. 2 of the 4 students go to a local community college.

2 Full inclusion students; 1 of these students attends college and play sports and states that he enjoys the company of peers that are different from himself. This participants reports however, that this was a challenge because he would instead of focusing on the instruction provided by the classroom teacher would be consumed by how he was being viewed by others in the classroom and that he became motivated to become a better reader and achieve more academically so that he would not be viewed as a 'slow, special education student'. Another student reports that she still has a great deal of trouble with basic skills and reading and that she is attempting to get into school but has the responsibility of taking care of her younger siblings. This student is seeking employment as well to assist her family financially. This student reported enjoyment from her involvement in general education classes and states that she has learned a lot but that there were times that learning was hard since the inclusion teacher was not always able to assist her since the size of the class was so large and so many students were in need of her help.

Seven (7) students were found to have dropped out of school. (1 in 2006, 2 in 2007, 1 in 2008, and 3 in 2009)

Interviews Revealed the Following information on the dropouts of each year as noted above:

1

2006 Student dropout stated that he is trying to get in a school to help him get his

GED and Job Trait.

2

2007 student dropouts are brothers. One of these individuals is in jail and the other brother reported that he is the father of multiple children and that he lives with his girlfriend and works part-time at a fast food restaurant. The student in jail states that he wished he had been allowed to participate in after school activities, that he had not been turned away by coaches when they found he was a Sped student. IN addition, this study stated that when he dropped out in the 11th grade that he had no motivation to continue is his education because at the time he did not feel the need. He stated that his general education teacher never gave him a chance and that they would ignore him so he would usually clown in class or just skip.

1 Student dropping out in 2008 reports having a part time job working with his uncle in new home construction. This student reports that he enjoys his work and that he hates that he dropped out of school when he was sixteen years of age. This student reports that he was hanging with the wrong group of people and that his general education teachers were not really like teachers (meaning SPED teacher) who taught students such as himself. SPED teachers were reported by this study to be much more patient and to provide better explanations while instructing students. General education teachers were reported to have an attitude that the student either 'got it' or they 'don't' or otherwise stated the teacher held an attitude that it was their job to teach and the student's job to learn. While this student reported having a difficult time catching on he did add that when the teacher would group him with other students who knew the content that learning was easier.

3

The first 2009 dropout is on probation because he dropped out of school by overstating his age. Student 2 is in a gang and stated that he had to make money and that he had no time to complete school. He asked in regards to completing school "For

what" it's not going to get me anywhere." The third student reports that his church members are presently tutoring him so he can pass his GED. This student works in the pastor Printing Shop. This student reports living in foster care and being passed around a lot and states that he lost his way and dropped out during the first semester of the school year. This student just turned 21 and prefers to get his GED instead of returning back to school for another year. This student reports his general education classes as being good and that he was able to learn with other peers. This student reports his problems having been problems outside of the school. When this student was asked if he ever talked with any of the school counselors he replied that he was not aware that he could do so and that he always would simply pretend like everything was good at home. This student reports taking Shop at the Vocational

Center and states that he really enjoyed it although his teachers did not treat him as if he were able to actually learn. This student reports that it was only a few of his SPED

teachers who really gave him a hard time.

Data Collection/Analysis

Data collection was conducted through the participants in this study responding to questions that are based upon the literature review to be those relevant to assessing the success and effectiveness of Inclusion in a school and classroom environment.

Data analysis was conducted through interpretive analysis of the answers provided by respondent/participants in this study.

Qualitative Analysis

Qualitative research is primarily concerned with "the properties, the state and the character (i.e., the nature of phenomena). The work qualitative implies and emphasis on processes and meanings that are rigorously examined, but not measured in terms of quantity, amount or frequency." (Labuschagne, 2003, p.1) Qualitative data provides "depth and detail through direct quotation and careful description of situations, events, interactions and observed behaviors." (Labuschagne, 2003, p.1) Qualitative methods consist of three data collection types and included in these are in depth open-ended interviews. Qualitative analysis of data involves the "...non-numerical organization of data in order to discover patterns, themes, forms and qualities found in field notes, interview, transcripts, open-ended questionnaires, diaries, case studies... " and so forth. (Labuschagne, 2003)

Questionnaire

Please answer the following questions and elaborate where possible:

1. Were you included in all inclusion classes in school?

2. What helped you the most in preparing for your transition to the work world?

3. Were you treated equally in all of your general education classrooms?

4. Did you learn to better interact with your other peers? Both those with and without disabilities?

5. Did you graduate from high school (what type of diploma received?)

6. Did you attend career counseling?

7. Did you receive any assistant with helping them prepare them for employment or continuing education prior to graduation?

8. Are you employed, if so how long and what is their occupation?

9. Did you receive on-the-job training or attend a training program to get the job there are currently working?

10. If you are not employed please list the reason why you are not employed.

11. If not employed are you attending school? Where? What is your major?

12. Who helped assist you with the process of getting into a continuing educational program?