An Accommodations Model for the Secondary Inclusive Classroom

Scanlon, David; Baker, Diana

doi:10.1177/0731948712451261

Cited by 27 publications

(27 citation statements)

References 31 publications

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“…Finally, the provision of instructional support, either individually or in small groups, and the constant monitoring of the progress of students with SEND were singled out as key work obligations that teachers are directly or indirectly accountable for across different national contexts (Forlin 2001;Wasburn-Moses 2005;Scanlon and Baker 2012;Ramberg 2013). The content of additional support places emphasis on core subject areas such as mathematics and language, at the expense of social, study or vocational skills, and predominantly involves either re-teaching the curriculum in an adapted or simplified way or diversifying and adjusting scholarly assignments to learners' needs (Forlin 2001;Wasburn-Moses 2005;Boutskou 2007).…”

Section: Role Ambiguitymentioning

confidence: 99%

Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices

Vlachou

Didaskalou

Kontofryou

2015

European Journal of Special Needs Education

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Recent inclusive policy directives and advice offered to schools strongly recommend special/support teachers to expand their role and extend their duties. In light of this, we investigated how Greek secondary special/support teachers perceive and experience their role, work profile and the challenges they encounter. Qualitative analysis revealed that participants perceived their role as multidimensional, but focused on its reactive rather than proactive aspect. Role ambiguity, confusing expectations, lack of collaboration and the devalued position within the teaching staff of the school were some of the complexities reported. The findings are discussed in terms of their implications for advancing teachers' professional development and promoting inclusive practices within secondary education schools.

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Section: Role Ambiguitymentioning

confidence: 99%

Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices

Vlachou

Didaskalou

Kontofryou

2015

European Journal of Special Needs Education

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“…Accommodation is discussed within the learning disability literature in terms of resilience, goal setting and adaptation (King et al., ; Schneider, Wedgewood, Llewellyn, & McConnell, ). Evident throughout the literature is the need for accommodation of the individual needs of the child and their family in terms of developing self‐identity (Anschutz, Engels, & Van Strien, ; Feldman , Norris, Kunes‐Connell, & Spelic, ; Rydström et al., ; Smits, Soenens, Vansteenkiste, Luyckx, & Goossens, ), normalisation (Daley, ; Gray, ; Protudjer, Kozyrskyj, Becker, & Marchessault, ) and inclusion (Scanlon & Baker, ). This is required in order to facilitate the development of positive self‐image and requires accommodations by everyone involved in adopting a set of behaviours to allow for the distinct needs of the individual, enabling them to have a sense of place in society.…”

Section: Discussionmentioning

confidence: 99%

“…Learning to live with a disease or disorder, and how adjustments are made in order to develop new behaviours by "accommodating" is evident in the literature (Jerrett & Costello, 1996;Rocque, 2010;Werezak & Stewart, 2009). Accommodation is discussed within the learning disability literature in terms of resilience, goal setting and adaptation (King et al, 2003;Schneider, Wedgewood, Llewellyn, & McConnell, 2006 (Daley, 2005;Gray, 2001;Protudjer, Kozyrskyj, Becker, & Marchessault, 2009) and inclusion (Scanlon & Baker, 2012). This is required in order to facilitate the development of positive self-image and requires accommodations by everyone involved in adopting a set of behaviours to allow for the distinct needs of the individual, enabling them to have a sense of place in society.…”

Section: Assuming Controlmentioning

confidence: 99%

Accommodating interruptions: A grounded theory of young people with asthma

Hughes

Savage

Andrews

2017

Journal of Clinical Nursing

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Aims and objectives: The aim of this study was to develop an explanatory theory on the lives of young people with asthma, issues affecting them and the impact of asthma on their day-to-day lives.Background: Accommodating Interruptions is a theory that explains young people's concerns about living with asthma. Although national and international asthma management guidelines exist, it is accepted that the symptom control of asthma among the young people population is poor.Design: This study was undertaken using Classic Grounded Theory.Methods: Data were collected through in-depth interviews and clinic consultations with young people aged 11-16 years who had asthma for over 1 year. Data were also collected from participant diaries. Constant comparative analysis, theoretical coding and memo writing were used to develop the substantive theory. Results:The theory explains how young people resolve their main concern of being restricted by Accommodating Interruptions in their lives. They do this by assimilating behaviours in balance finding, moderating influence, fitting in and assuming control minimising the effects of asthma on their everyday lives. Conclusion:The theory of Accommodating Interruptions explains young people's asthma management behaviours in a new way. It allows us to understand how and why young people behave the way they do because they want to participate and be included in everyday activities, events and relationships. The theory adds to the body of knowledge on how young people with asthma live their day-to-day lives and it challenges some existing viewpoints in the literature regarding their behaviours.Relevance to clinical practice: The findings have implications for developing services to support young people in a more meaningful way as they accommodate the interruptions associated with asthma in their lives. between 1995(Kabir, Manning, Holohan, Goodman, & Clancy, 2011Manning, Goodman, O'Sullivan, & Clancy, 2007). There is increased morbidity and a mortality rate four to six times higher among young people with asthma than among younger children (Couriel, 2003;Joseph, Havstad, Johnson, Vinuya, & Ownby, 2006). This suggests a poor understanding of the disease and management of symptoms or poor adaptation to living with the symptoms of asthma. It is also known that young people are less likely to seek medical assistance in an emergency, and this is generally regarded as being a result of poor recognition of the severity of symptoms (Rhee, Belyea, Ciurzynski, & Brasch, 2009). Young people are seen as having specific issues relating to poor compliance with treatment protocols; it is accepted that the symptom control of asthma among young people is poor (Chang, 2012). | BACKGROUNDThe management of young people with asthma is highlighted as being a problematic area, and a partnership approach between them and healthcare professionals (HCPs) is promoted to achieve symptom control (GINA, 2012) 3 | METHODS | DesignThe aim was to explore asthma in the everyday lives of young people and to develop a theo...

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“…However, Dupuis et al (2006) found that the more students without disabilities understood about the environment the less likely they would be affected by any potential inconveniences that an inclusive setting might present. Lastly, research by Scanlon and Baker (2012) identify that there is more than just an attitudinal benefit to an inclusive classroom for students without disabilities. They discovered that inclusive environments have the ability to enhance teacher practices in lesson planning and the structure of the classroom that have an educational benefit to both students with and without disabilities.…”

Section: Benefits Of Inclusionmentioning

confidence: 99%

“…teacher efficacy and a negative attitude towards the inclusion setting (Glazzard, 2011;Scanlon & Baker, 2012;Swain, Nordness, & Leader-Janssen, 2012). These challenges indicate that some students may not be accessing the general education curriculum, which poses a major problem both morally and legally.…”

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confidence: 99%

Student Perspective on Accessing Accommodations in the General Education Classroom

Long¹

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According to the Individuals with Disabilities Education Act (IDEA), students with disabilities are to be provided accommodations that allow them to access the curriculum in inclusionary classroom. Research shows that many general education teachers are not properly trained in supporting students with disabilities, are provided with limited time and resources to plan differentiated curriculum, and in turn develop poor teacher efficacy and a negative attitude towards the inclusion setting. These challenges indicate that some students may not be accessing the general education curriculum. The limitation with current research is that it fails to gain the student perspective on their ability to access the curriculum in light of these challenges. My research aims to explore the challenges and successes students have experienced as they attempt to access accommodations in their general education classrooms. I employed a qualitative approach, and held both a student focus group with high school students and interviews with successful general education teachers in hopes of identifying the qualities of, and what could be, an effective inclusionary classroom. The findings of my research indicate that students are capable of accessing their accommodations and the attitude of the teacher and their acknowledgement/approval of students accessing IEP accommodations can act as either a wall or a gateway for student self-advocacy. With an open communication channel and a welcoming attitude from the general education teacher, students can help ease the challenges associated with the inclusionary classroom.iv

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An Accommodations Model for the Secondary Inclusive Classroom

Cited by 27 publications

References 31 publications

Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices

Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices

Accommodating interruptions: A grounded theory of young people with asthma

Student Perspective on Accessing Accommodations in the General Education Classroom

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