Inclusive Practice and Self-Determination Deborah Crowther, April Goldberg, Ryan Stuewe, Donna Robles, Amanda Winkler
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.
Review of Literature • 1. Self-Determination • 2. Inclusion • 3. Early Inclusion • 4. Peer Attitudes • 5. Social Capital
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.
Research Question Do K-3 students with disabilities who are included have higher measures of self-determination than those who are segregated?
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
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
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
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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