Literature Review – Academics Literature Review – Social Which social skill development approaches yield the greatest benefits for students with special needs in an inclusive classroom? Kendra Strickler Early Childhood/Special Education Major Introduction Literature Review – Academics Literature Review – Social Methodology Push-In Model of Inclusion (Co-Teaching) Gives students access to relevant curriculum throughout the entire school day with the individualized support they need to be successful Four Characteristics of Effective Co- Teaching Two qualified and committed teachers Taught by both teachers Equal amounts of collaboration Learning should happen in a shared setting Six Approaches to Push-In Station Teaching Parallel Teaching Alternative Teaching Team Teaching One Teach/One Assist One Teach/One Observe Majority of studies focused on academic gains in co-taught classrooms in elementary or secondary settings Academic gains for students in push-in classrooms have been studied the most Students’ overall grades improved in a co-taught classroom Academic gains for both populations Academic instruction time, peer-to-peer instruction, and collaboration is greater in co-taught versus segregated classrooms Majority of students made significant gains in math and reading Fewer studies investigated social gains in push-in classrooms Most studies focus on social gains for students with special needs Even less known about social gains for peer groups Pros/Cons for students with special needs Increased communication, social interaction, participation in the school community, and independence Concerns regarding ability to keep up with peers and receiving too much help from peers Pros/Cons for general education students in a push-in classroom Improved social skills and self-esteem, increased independence and responsiveness to others’ needs Concerns regarding the classroom teachers’ involvement with students as a result of increased responsibilities Approaches Peer-Mediated Intervention Peers have an instructional role, often more effective than teacher modeling/instruction Peer-to-Peer Tutoring Students with a stronger peer Cooperative Learning Groups Small groups (4-6) for activities Most effective when roles are assigned and explicitly taught Qualitative, action research study A systematic and intentional inquiry into teaching practice or school organizational change. Third grade classroom in central PA for a total of six weeks Implement Peer Mediated Intervention, Peer-to-Peer, and Cooperative Learning Group approaches Collect three sources of data Personal journal reflections Formal observation data Frequency rate of student interactions pre- and post- implementation Student response survey Selected References Barnes, M. A. (2009). Effective inclusion practices. Electronic Journal for Inclusive Education, 2 (4), 1-31. Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010. The six models of co-teaching. Retrieved from https://epsy5121fall2010.wikispaces.com/Co-Teaching Friend, M. (2015). Welcome to co-teaching 2.0. Educational Leadership, 16-22. Leedy, P.D., & Ormrod, J.E. (2014). Practical research planning and design (10th ed.). Saddle River, NJ: Pearson. ISBN: 0132693240 Mastropieri, M. A., Scruggs, T. E., & Berkeley, S. L. (2007). Peers helping. Educational Leadership, 54-58. Murawski, W. W., & Swanson, H. L. (2001). A meta-analysis of co-teaching research. Remedial and Special Education, 22 (5), 258-267. Tremblay, P. (2012). Comparative outcomes of two instructional models for students with learning disabilities: Inclusion with co-teaching and solo-taught special education. Journal of Research in Special Education Needs, 13, 251-258. doi: 10.1111/j.1471-3802.2012.01270.x Webb, S. H., Hubbell, S. P., & Bedesem, P. (2012). Increasing prosocial behaviors of young children with disabilities in inclusive classrooms using a combination of peer-mediated intervention and social narratives. Beyond Behavior, 29-36. 1 teach/ 1 observe Station Teaching Parallel Teaching Alternative Teaching Team Teaching 1 Teach/ 1 Assist Contact Information Kendra Strickler 1444 Baugher Avenue Elizabethtown, PA 17022 Phone: (717)-475-4010 Email: stricklerk1@etown.edu