Implementing and strengthening inclusive practice for students with differing abilities

Abstract

Effective inclusive teaching practice enables differently abled students to be educated in the general education setting alongside their peers, providing equitable educational opportunities. The purpose of this action research study was to explore and strengthen how general educators, special educators, and support staff (referred to as instructional support assistants at the research site) in grades 3-6 implement inclusion for differently abled students in the general education setting. Participants and data collected in Cycle 1 consisted of four special educators, one general educator, and one instructional support assistant who provided interviews, documents for analysis, and participated in a focus group. Action steps included creating a community of practice called an Inclusion Focused Sharing Pod (IFSP) where three general educators, three special educators, and the researcher (i.e., an additional general educator) met for six one-hour meetings to collaboratively co-create inclusive teaching practice knowledge. Members of the IFSP co-created meeting agendas and six newsletters in a digital format. Evaluation of Cycle 2 consisted of a summative focus group held during the last celebratory meeting and document analysis of the co-created newsletters, agendas, meeting exit tickets, and final exit ticket to determine if the IFSP cultivated a culture of sharing inclusive teaching practice. This study found that the collaborative nature of teaching is integral to inclusive teaching practice and that building relationships fosters collaboration. Implications for the organization include strengthening inclusive teaching practice through professional development opportunities that develop relationships which promote collaboration; thereby strengthening inclusive teaching practices. Further implications for educators wishing to learn more about inclusive practices are offered.--Author's abstract