Special Education and Inclusion: Physically

Special Education and Inclusion: Physically Impaired Students With Regular Ed Students-Elementary School Age

The objective of this study is to summarize the methodology and findings for three intervention studies conducted concerning special education and inclusion for physically impaired students with regular education students at the elementary school age.

For the purpose of this study, the following three studies have been chosen for review:

Wybranski, Nancy a.M (1996) an Efficacy Study: The Influence of Early Interventions on the Subsequent School Placements of Children with Down Syndrome. The Center for Education, Widener University

Pirie, Barbara Springman (1996) Inclusion, Its Feasibility: A Case Study at an Elementary School. The Center for Education. Widener University.

Fondacaro, Donna M. (2001) Asperger Syndrome and Educational Interventions: A Series of Case Studies. The Center for Education, Widener University.

SUMMARY of EACH ARTICLE

The study reported in the work of Wynbranski (1996) states that the study was an "ex post facto/causal comparative study" which "addressed the efficacy of early intervention in this representative sample. This sample was grouped by independent variables along with the early intervention treatments. Furthermore, "the groups assigned by independent variables were then compared to the subsequent school placements to determine influence." (Wynbranski, 1996) Wynbranski states that the sample in this study "was found in communities of homogeneous school districts in five eastern counties of Pennsylvania" and the data in the study "were obtained through semistructured field interviews with parents and current teachers" (Wynbranski, 1996) for the purpose of examining the patterns and stability of the school placements.

The second study reviewed which is reported in the work of Pirie (1996) reports a study for the purpose of observing the classroom processes in elementary settings "to determine the current practices, potential barriers and the feasibility of implementing inclusive education at the elementary level. The research focused on answering three questions: (1) Which of the disabled students are candidates for inclusive education; (2) How does one articulate special education services with regular education instruction; and (3) How does on supervise and coordinate the services delivered? (Pirie, 1996) the instrument reported to have been used in this study was the "I Instructional Environment System II (TIES-II) which consists of rating scales, checklists and open-ended interview forms. Added was 'A Home Support for Learning Component'.

The third article reviewed in this study is reported in the work of Fondacaro (2001) This study specifically addressed "successful educational practices" for achieving specific goals: (1) to determine how characteristics of Asperger's disorder affects students' academic performance and behavior within the school; (2) to determine successful teaching interventions to capitalize upon the strengths of children diagnosed with Asperger's syndrome; (3) to determine successful social skills intervention strategies or programs; and (4) to determine successful behavior management interventions within the school setting. (Fondacaro, 2001) Reported is a convenience sample of 12 students, 10 boys and 2 girls in the age range from 8-13 which was taken from nine public school and three private elementary schools in south New Jersey. The twelve students in this study were diagnosed as having Asperger's syndrome. Data was collected through semi-structured field interviews with special education and regular education teachers. Data was coded by the researcher according to the following categories and subcategories: (1) Characteristics of Asperger's syndrome - academic, social and behavioral (2) Educational Interventions - academic, behavior modification, social skills, placement and special services (3) Background of the Child (4) Teacher Attitudes (5) Teacher Training. (Fondacaro, 2001)

II. FINDINGS of the STUDIES REVIEWED

Wynbranski (1996) reports that results indicated."..that the early intervention programming had altered the school placements of children with Down Syndrome." Stated as a significant finding in this study was "the movement from the historical segregated placements traditionally experienced by this population." (Wynbranski, 1996)