Running head: INTERMEDIATE INCLUSION 1

Intermediate Inclusion: Effective Strategies

Mekayla I. Cook

University of South Florida

Background

There is nothing more empowering than a room full of people clapping for a single

scholar. A community of educators, board members, professionals and support staff were

brought to tears and compelled to thunderous applause as we watched a Senior student with

Autism learn that he was accepted to the University of Central Florida. My attendance at the

2016 Florida Council for Exceptional Children (CEC) Conference was an exceptional

professional development experience and an inspirational weekend that supported my passion

for an equitable education for all students. The CECs mission is to improve, through

excellence and advocacy, the education and quality of life for children and youth with

exceptionalities and to enhance the engagement of their families, (Council for Exceptional

Children, 2016). The conference promoted innovation, involvement and inclusion for the

success of students with disabilities access to a legally-mandated free and appropriate public

education in the least restrictive environment (IDEA, 2004), the general education classroom.

New legislation, including the Every Student Succeeds Act (ESSA, 2015), advances equity in

education by maintaining protections for Americas high-need students through holding all

learners to high standards (Hall, 2016). The Every Student Succeeds Act (ESSA, 2015) adds

Universal Design for Learning (UDL) concepts, which originated from brain research and

architecture, to encourage course materials that are customized to ensure every student receives

an adequate education. The inclusion mindset promoted at the conference endorses that all

students achieve expectations that will further their academic, social and lifelong success,

through innovations like UDL that result from legal action to promote student success.

Dr. Monica Terra-Virado, the chief of the Florida Department of Educations Bureau of

Exceptional Student Education and Student Services, prescribes that educators make the least

dangerous assumption, in which decisions are made based on data that will have the least
INTERMEDIATE INCLUSION 3

dangerous effect on a students ability to function independently as adults (Verra-Tirado, 2016).

Applying this idea, teachers should assume student competence and that poor performance is

due to instructional inadequacy between the curriculum, instruction and student, not as a result

of student deficits. In order to offer an equitable access to the curriculum, educators should

provide accommodations so students of all abilities will be included in the lesson.

This inquiry has been implemented at a Title I school in a rural community, where

22.1% of the population speaks a language other than English at home (United States Census

Bureau, 2010). According to the United States Census Bureau (2010), 17.3% of the population

in the area lives in poverty. At the Elementary School I have been researching within, the

school reflects the varying demographics of the community. Of the 641 students, the

Elementary School population includes 37.9% white, 31% Hispanic, 22% black, 3.7% Asian,

018% Indian and 5.1% of students who identify as multiracial (SDHC, 2017). I teach two 4th

grade English Language Arts blocks to groups of mixed ability students. More than one-third of

students in the classroom are Hispanic, with 4 white, 5 black, and 2 students of other ethnic

identities. There are three students in the general education classroom with Individualized

Education Plans who have been identified as a student with exceptionalities. These learners

have been identified as those with specific learning disabilities.

Wondering

In my opinion, every child is entitled to being part of a learning community with

opportunities to further their attainment of knowledge with consideration for individual needs,

interests and strengths. In the United States, about four of every five students with disabilities

spend 40% or more of the school day in a general education classroom (McLeskey, Rosenberg

& Westling, 2013). From my observations and experience in a 4th grade classroom, traditional

classroom instruction and materials do not make the general education curriculum accessible to
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students with disabilities. With this purpose, to best meet the needs of learners with disabilities

in the general education classroom, I am seeking appropriate and effective accommodations

and strategies to promote student success and academic achievement.

Methods/Procedures

To gain insight into my wondering, I consulted literature to inform my practice with

research-based strategies in my classroom context. From textbooks, including "Inclusion:

Effective Practices for All Students," (McLeskey, Rosenberg & Westling, 2013); Eggen and

Kauchak's (2012) Strategies and Models for Teachers: Teaching Content and Thinking Skills,

(6th ed.); Campbell, Wang and Algozzine's (2010) "55 Tactics for Implementing RTI in

Inclusive Settings," and Brain-friendly Strategies for the Inclusion Classroom: Insights from a

Neurologist and Classroom Teacher, (Willis, 2007), to practitioner articles, like Pickett's (2014)

"Additional Needs - It's All In The Attitude," I explored strategies and practices to support

students with disabilities in the general education classroom. Across the literature, the

promotion of differentiation is evident. To best meet the needs of students with disabilities in

the general education classroom, research recommends consideration for unique student

abilities in all phases of the teaching and learning process. The classroom environment,

planning of lessons, delivery of instruction, and feedback models should all accommodate the

varying needs of students. Principles of Universal Design for Learning were evident in the

literature, as UDL provides multiple opportunities, multisensory input, for students to

comprehend information and present knowledge (Algozzine, Campbell & Wang, 2010; Eggen

& Kauchak, 2012; McLeskey, Rosenberg & Westling, 2013; Pickett, 2014 & Willis, 2007).

Direct instruction was also present across multiple texts, including components of effective

feedback like test and homework review, as well as involving students in goal setting.
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Throughout my instruction, I have applied the four components of effective instruction:

planning, managing, delivering, and evaluating (Algozzine, Campbell & Wang, 2010). This has

been accomplished through remaining mindful of deciding what to teach, deciding how to

teach, and communicating realistic expectations (planning). In the classroom, I follow the

principles of preparing for instruction, using time productively, and establishing positive

environments (managing). During instruction (delivering), I consider effective practice when

presenting information, as well as while monitoring and adjusting presentations. While

evaluating, I will monitor student understanding, monitor engaged time, keep records of student

progress, and use data to make decisions.

As I engaged in the inquiry process, I collected data to answer my wondering by

considering field notes, student work, test scores, reflective blogging, and professional

development experiences. While I rotate the room and work with students, I take notes on my

CT's practice on the left side of a sheet of paper. I write her instructional routine, as well as any

notable higher order thinking questions or student interactions that occur. On the right side of

the paper, I record my thoughts, reflections, suggestions for improvement, and accommodations

I will provide regarding the recording to the left (see image below). I use these notes to inform

my teaching in the afternoon. I believe that student engagement is heightened as I am confident

in my practice, I know what should be taught, and I have been given time to reflect on best

practices and what will effectively engage my students in learning.

Below, you can view a section of my field notes (2/21/2017) where I decided to make a

change in instruction, based on student performance in the morning.

The students' average test score on the comprehension test for their reading,

"Sacagawea," was only a 4.3 (out of 10). To demonstrate understanding, the objectives state

that students should score at least a 70%. To accommodate the students with disabilities, and

ensure their academic success, I decided to include a review of the main idea of the story.

Principles of Universal Design for Learning as a strategy to engage and offer effective

instruction to students with disabilities includes providing a variety of ways to present material
INTERMEDIATE INCLUSION 7

to students, including the use of charts, graphs, and graphic organizers (McLeskey, Rosenberg

& Westling, 2013). To effectively engage the learners, I used a cooperative anchor chart. The

main idea web that we created together is pictured below. We determined the main idea through

collaborative discussions. Students provided details from the text, on index cards, to support the

main idea in their table groups.

Students should receive individualized opportunities to verbalize, write, or otherwise

create something using the lessons material, (Willis, 2007, pp. 110). Informing my instruction

with this accommodation was practiced during a lesson on Langston Hughes' poetry, when
INTERMEDIATE INCLUSION 8

students determined Hughes' message, then wrote their own poems to be displayed in the

school. The students took pride in their work, knowing it will be displayed in celebration of

Black History Month. These poems promoted the same principles of Hughes' poetry, including

justice, equality, the pursuit of dreams, and community.

I planned an ELA lesson on idioms with consideration for research promoting pre-

teaching new topics (Pickett, 2014). Together, the students and I created an anchor chart and

discovered examples of idioms they may be familiar with (see image below). To include

principles of Universal Design for Learning, we watched a humorous video based on the notion

of taking common idioms literally that contributed to student understanding of the literal and

figurative meanings of idioms.

I analyzed my data throughout. For example, I would read my field notes before the

afternoon class and underline instances in which I could include an accommodation for the
INTERMEDIATE INCLUSION 9

afternoon class. I wrote further strategies to be implemented on the right side of the paper, like

including anchor charts, adding another layer to the lesson for Universal Design for Learning,

or a review activity. Test or quiz data was analyzed weekly by grading each assessment

numerically and keeping track of each learners score, then finding the average of the class. In

this way, I was able to compare student learning in the morning to analyze the effectiveness of

accommodations in the afternoon. While teaching, I recorded my own field notes of student

responses, engagement, and understanding. I did this by carrying around a clipboard to copy

student quotes, as well as using checkmarks on a roster to present comprehension of the days

objectives.

Findings

Through my research and while facilitating learning in the classroom, I learned a

multitude of new strategies and tactics to include in the construction of my lessons. I learned

that inclusion is an attitude, something teachers should constantly be mindful of, not a program

to be delivered (Pickett, 2014). I believe this was important for my inquiry because consulting

the literature of other professionals has allowed me to make connections to previous practices,

as well as inform my wondering with new strategies to try. As I observed my Collaborating

Teachers practice with the initial block of learners, I applied the research I have done to

provide accommodations to the students with disabilities that were clustered in the afternoon

class.

Learning Statement 1

Reflective field notes allowed me to improve my practice and differentiate instruction to

address my students needs, particularly those with disabilities in the general education

classroom.
INTERMEDIATE INCLUSION 10

Through the field notes and reflections I gathered throughout the inquiry, I have been

better informed of the principles of my teaching practice. By examining what another

professional does, I am able to identify appropriate instructional practices and provide students

with the content area knowledge they need. Furthermore, examining my own opinions and

ideas allows me to grow as an educator, establish future routines, and further develop my

personal practice. This data collection strategy has informed my inquiry topic by providing

practical situations and contexts in which to apply the strategies and tactics I have encountered

in literature. I learned that accommodations, whether simple or complex, can be conveniently

incorporated in the general education classroom setting with a little reflection and creative

thinking. I believe this learning was important for my inquiry because it has opened daily

opportunities for data to drive instruction and to include effective strategies in every lesson.

For example, in the field notes pictured below (see Image 1), I witnessed my CT draw

students' attention to the Rubric before beginning their new writing piece. In order to provide

students with color-coding as a tactic for effective instruction in inclusive settings (Algozzine,

Campbell & Wang, 2010), I decided to provide each learner with a yellow crayon to "highlight"

key words and details within the rubric. Working in their mixed ability table groups, the

learners identified important information to consider during their future writing. By making the

information easily identifiable, through color, the students can better recognize what they are

being asked to do. Based on my learning this week, I will continue the field notes method while

co-teaching.

Image 1.
INTERMEDIATE INCLUSION 11

Demonstrated in a post-observation conference reflection following a lesson on idioms,

I recognized the impact of including a video to further students' depth of understanding and

present content area information on idioms in a visual/auditory way. From the Reflection

Guide: "From this lesson, I have recognized the value of adding layers to support understanding

through principles of Universal Design for Learning! By incorporating kinesthetic, auditory,

and visual components, I was able to effectively engage all students. I believe including a funny

video to analyze excited the students and engaged them in the lesson. I'd like to incorporate

more videos in the classroom to introduce new materials and get students excited"

(3/5/2017). To introduce a Social Studies lesson on the civil war, I played a video that

highlighted Floridas role in the war. The students answered all of the video questions

accurately, confirmed by 100% of the students completing the 3 question guide correctly. While
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the students completed lesson activities in their booklets, field notes indicate that learners were

actively engaged in the civil war readings and tasks, promoting their academic achievement.

Learning Statement 2

Principles of Universal Design for Learning, including investigating content area

knowledge through presenting information in a variety of ways, promotes academic success.

With consideration for aforementioned data analysis of student comprehension test

scores, I incorporated the main idea review anchor chart prior to a test. This strategy is a part of

direct instruction, which is a model that uses teacher demonstration and explanation combined

with student practice and feedback to help learners acquire well-defined knowledge and skills

needed for later learning (Eggen & Kauchak, 2012, p. 266). By reviewing the story before the

test, I ensured adequate time for review and practice through direct instruction. The students

enjoyed working with their peers to create a chart together. By displaying their chart, the

students have a visual cue to remind them of previous learning and allow them to feel a sense

of ownership in the classroom. Below, I have graphed the number of students who scored

between 10%-100% on the comprehension quiz, comparing the morning (CT, blue) and

afternoon (my instructional time, including SWD's, orange) classes. The average score of the

afternoon class was a 7 out of 10 possible earned points, which demonstrates understanding.
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Our classroom includes a "Wall of Fame" where students display work that has met the

requirements of demonstrating understanding and that they are proud of. Excitingly, one of the

students with disabilities in the afternoon class received an 80% on her comprehension test.

Such a high score is generally unfamiliar for the student, whose average score on

comprehension tests ranges between a 5 and 6, out of a possible 10 points. The learner was

visibly excited to add the test to her designated spot on the "Wall of Fame." Valuing student

effort and sharing her celebration was certainly the most rewarding part of the lesson.

Students should receive individualized opportunities to verbalize, write, or otherwise

create something using the lessons material, (Willis, 2007, pp. 110). Students created their

own image to depict an idiom and write their understood meaning in context. Based on the

Exit Ticket provided at the end of the lesson, observations during the lesson, and student's

Reading Journals, students were able to identify and understand the meaning of idioms and

why an author uses them, including in "The World According to Humphrey." Only 2 students

earned less than a 100% on the exit ticket, demonstrating the ability to select idioms from the
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lesson, as well as unfamiliar idioms, that would apply in context. I have had multiple students

tell me about idioms they've encountered since the lesson, which indicates that the learning has

been embedded into student knowledge.

Learning Statement 3

Including Universal Design for Learning for instruction with all students in my class

facilitated higher levels of engagement in the general education classroom.

From my experiences, implementing opportunities for choice and varying the

presentation of lesson materials, principles of UDL, has improved student engagement,

demonstrated by higher levels of time on task and student-reported enjoyment. From

observations evidenced by my own field notes throughout instruction, there have been less off-

task behaviors in the classroom since the implementation of UDL-based lessons. Field notes

from a lesson in the beginning of each month were examined and tallied for noted behaviors

that did not indicate engagement in the learning process. In this case off-task behaviors have

been considered as unrelated conversation, irrelevant doodling, wandering around the

classroom without true need, and not participating in the lessons conversations or written

work. Demonstrated in the graph below, change over time can be indicated by examining the

number of off-task students during a 40 minute language arts period. Beginning in December of

2016, the students were exposed to UDL lessons that offered multiple means of expression,

representation, and engagement. Throughout the following months, students received choice in

their expression of understanding, as well as a variety of presentation formats in an increasing

number of subject areas, including writing, reading, and social studies. From the data, it is

evident that Universal Design for Learning minimized off-task behaviors, indicated a

maintenance of student interest in the lessons materials as they were invested in the task at

hand.
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Observed Off Task Behaviors

Off task

Based on the observational notes of a peer in the classroom, my co-teacher, as well as

our daily reflective discussions, student engagement and enjoyment has increased as students

are provided opportunities for choice in their learning and the portrayal of content area material

through relevant media. My co-teachers notes have remarked, that my lessons keep students
INTERMEDIATE INCLUSION 16

engaged with relatable and fun lessons. By involving multiple layers of presentation of content

area learning, students find joy in learning through multimedia and relatable materials. In

addition, my co-teacher has remarked that I take the time to make sure every student

understands before moving on, ensuring that inclusion in the classroom is effective. From our

reflective conversations, I have been ensured that all students, including those with disabilities,

are actively involved throughout my teaching and are contributing to the lesson, while

demonstrating understanding. Having a peers perspective allowed me to analyze student

behavior, their off-task tendencies, and assess the effectiveness of Universal Design for

Learning in the general education classroom.

Finally, students were able to recall their own evaluation of the effectiveness of a UDL-

based learning environment by responding to written surveys and sharing during structured

conversations. By completing the simple, scaled survey in April of 2017, students were able to

rate their opinions of layers in lesson design (videos, graphic organizers), choice in

representative of knowledge (report style), and reflect on their own level of engagement during

instruction. Below, a few examples of student responses are provided. With consideration for

17 students responses, the average response to the 4 UDL-based questions was above a 4,

which implies that learners found UDL enjoyable and effective, and therefore were engaged in

the learning process.

During conversations with students, I collected positive feedback as well. When I asked

students what their favorite part of the day was, one student shared I really liked when we

watched the Youtube video with the two guys and when they were hitting the books. With

prompting, the student recalled that they were learning about the literacy concept of idioms. At

the end of a social studies reading, that was accompanied with a note-taking guide, I asked

learners what they thought about the lesson. One student with disabilities remarked, The guide

helped me to pay attention and know what to think about. While students were presenting their

collaborative theme posters during an extensive Dr. Seuss unit, a learner remarked being able

to draw helped me remember the story and think about how the characters felt. From students

verbal responses, implementing concepts of Universal Design for Learning were reinforced and

reported as engaging in the classroom context.

Conclusion

My students have shown me smiles that I will not forget. Their excitement during my

lessons, and while reflecting on their own learning, truly drives my work as a teacher

researcher and educator. When one of the students with disabilities was able to put her

assessment on the Wall of Fame, we shared a celebration of success that inspired me to

continue my research to best promote every learners accomplishment. I learned the

compassion that comes naturally from children as the students and I worked in cooperative

groups with a variety of initial levels of understanding. As much as I taught the 4th graders I

have worked with, they have demonstrated the importance of growth in my teaching practice

and inspired me to continue researching to best meet their unique learning needs.

By engaging in this inquiry, I have recognized the impact of considering each learners

unique strengths in the classroom. While I continue my practice in education, I will maximize

student potential by differentiating instruction and providing accommodations that allow all
INTERMEDIATE INCLUSION 19

students to succeed. Supporting the academic achievement of every learner in the classroom is

the job of the general education teacher. As presented by the Exit Tickets and formative

assessments from various lessons I have facilitated, by including Universal Design for

Learning, individual students of a wide variety of learning styles and initial ability level are

guided to lesson objective attainment.

As always, I will continue to strive for professional development opportunities that will

further my practice as a teacher researcher. By presenting my inquiry at the NAPDS

Conference, I had the opportunity to collaborate with colleagues and professionals to support

the development of my inquiry process. By reviewing my peers' work from all over the nation,

the approach I have taken (including strategies applied) were reinforced by the experiences of

student-teachers in a variety of contexts. Through conversations and data analysis, I was led to

claims about the effectiveness of implementing strategies in the general education classroom.

By engaging in presenting my inquiry, I could collaborate with like-minded educators who are

passionate about providing all learners with an equitable education. I believe that sharing your
INTERMEDIATE INCLUSION 20

work as a teacher researcher is the most valuable aspect of the inquiry process.

Upon conclusion of this inquiry, I am wondering how I can support other educators in

embracing the students with disabilities in their general education classrooms, with an inclusion

mindset, through promoting Universal Design for Learning. Moving forward, I am excited to

continue my practice of inclusion to welcome each learner in the classroom and support their

success. Each year, and even day, in a learning environment is different and I look forward to

encountering new students with unique needs and talents. My teaching practice will be

furthered by the students I encounter and how I will best facilitate their learning.

References

Algozzine, B., Campbell, P., & Wang, J. (2010). 55 tactics for implementing RTI in inclusive

settings. Thousand Oaks, CA: Corwin.

FCEC. (2016). Council for exceptional children florida. Retrieved October 30, 2016 from

http://www.floridacec.org/

Hall, R. (2016, October). Town hall meeting. Presentation at annual conference for the Council

for Exceptional Children, Lido Beach, FL.

Individuals With Disabilities Education Act, 20 U.S.C. 1400 (2004).

Eggen, P., & Kauchak, D. (2012). Strategies and models for teachers: Teaching content and

thinking skills (6th ed.). Upper Saddle River, NJ: Pearson Education.

Every Student Succeeds Act of 2015, Pub. L. No. 114-95 114 Stat. 1177 (2015-2016).

McLeskey, J., Rosenberg, M.S., & Westling, D. (2013). Inclusion effective practices for all

students (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Pickett, S. p. (2014). Additional Needs -- it's all in the attitude. Teacher Learning Network

Newsletter, 21(1), 28-29.

SDHC. (2017). Ethnic enrollment by school. Retrieved from

https://www.sdhc.k12.fl.us/assets/pdf/SE0016B.pdf

United States Census Bureau (2010). Quick Facts Seffner CDP, Florida. Retrieved from

https://www.census.gov/quickfacts/table/PST045215/1264925
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Verra-Tirado, M. (2016, October). FCEC fall meeting. Presentation at annual conference for the

Council for Exceptional Children, Lido Beach, FL.

Willis, J. (2007). Brain-friendly strategies for the inclusion classroom: Insights from a

neurologist and classroom teacher. Alexandria, VA: ASCD.