Transcript Self-Determination and Inclusion

INCLUSIVE PRACTICE
AND SELFDETERMINATION
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.
CONCEPTUAL
MODEL
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
TIMELINE FOR COMPLETING
PROJECT
(August 2012) prescore on the AIR
Scale
Time spent in
different settings
(Sept.2012Feb.2013)
(March2013) postscore on the AIR
Scale
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
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
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
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
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