Abstract
This mixed methods multi-case study explored the inclusion of students with extensive support needs, including multiple disabilities and autism, in a small elementary school setting. The study focused on the perspectives of school-based IEP team members regarding inclusive practices. Using a combination of quantitative and qualitative data, the research incorporated raw score data from the Teacher Attitude Towards Inclusion Survey alongside individual interviews, a focus group, and the development of tailored student support plans. A ten-week coaching intervention was implemented, grounded in Kunz and Carter’s (2021) collaborative and consultative framework, to enhance the team's capacity for inclusive education. Findings suggest that the participants were not as inclusive in their practices as their perspectives indicated. Themes presented around collaboration and differentiation have implications for teacher and administrator preparation regarding how collaboration and the process of modifying curriculum is taught to teacher and administrator candidates.
Recommended Citation
Amend, Deborah J.; Lein, Amy E.; Taylor, Alexandra J.; and Dinkins, Elizabeth G.
(2024)
"Collaborative Inclusion: IEP Team Perspectives on Supporting Students with Extensive Needs and the Implications for Teacher Preparation Programs,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 11:
Iss.
2, Article 6.
DOI: https://doi.org/10.61611/2995-5904.1062
Available at:
https://digitalcommons.murraystate.edu/ktej/vol11/iss2/6
Included in
Accessibility Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons
