This research study addressed the need for an evaluation of the effectiveness of teacher-written supplemental reading lesson plans for elementary students with significant disabilities. The participating elementary school implemented the supplemental kinesthetic-based reading program in the 2010-2011 school year in order to improve the reading test scores of these disabled students. The theories of Howard Gardner's multiple intelligences and Maria Montessori's individualized learning process guided this research. The research question focused on exploring the effectiveness of the lesson plans. Participants included 6 students and their parents, 3 teachers, and 1 principal. Closed- and open-ended survey responses were collected from each participant, and 3 classroom observations were completed. Through descriptive analysis of student assessment scores and closed-ended stakeholder survey questions, and inductive analysis of an open-ended stakeholder questionnaire and classroom observations, these themes emerged: (a) positive effects on lessons, (b) opportunities for refining the collaborative process, and (c) negative effects of collaboration. After further analysis and review of related literature, the program evaluation recommendations of this study included: (a) improving the content of each lesson through the use of lesson study and (b) developing long-term professional development in which teams of teachers collaboratively plan, research, and study their lesson delivery as a way to determine how students learn best. The evaluation and recommendations emerging from this study could lead to positive social change by emphasizing that it is vital for teachers of exceptional students to tailor their instructional delivery strategies to meet the specific reading instructional needs of children with significant disabilities.

This research study addressed the need for an evaluation of the effectiveness of teacher-written supplemental reading lesson plans for elementary students with significant disabilities. The participating elementary school implemented the supplemental kinesthetic-based reading program in the 2010â??2011 school year in order to improve the reading test scores of these disabled students. The theories of Howard Gardner's multiple intelligences and Maria Montessori's individualized learning process guided this research. The research question focused on exploring the effectiveness of the lesson plans. Participants included 6 students and their parents, 3 teachers, and 1 principal. Closed- and open-ended survey responses were collected from each participant, and 3 classroom observations were completed. Through descriptive analysis of student assessment scores and closed-ended stakeholder survey questions, and inductive analysis of an open-ended stakeholder questionnaire and classroom observations, these themes emerged: (a) positive effects on lessons, (b) opportunities for refining the collaborative process, and (c) negative effects of collaboration. After further analysis and review of related literature, the program evaluation recommendations of this study included: (a) improving the content of each lesson through the use of lesson study and (b) developing long-term professional development in which teams of teachers collaboratively plan, research, and study their lesson delivery as a way to determine how students learn best. The evaluation and recommendations emerging from this study could lead to positive social change by emphasizing that it is vital for teachers of exceptional students to tailor their instructional delivery strategies to meet the specific reading instructional needs of children with significant disabilities.

It has been said that the difference between involvement and commitment is like a ham and egg breakfast – the chicken was involved but the pig was committed. To better understand teacher commitment to inclusion, this study examined the perspectives and experiences of 8 elementary teachers who had included students with significant disabilities in their general education classrooms. A questionnaire was developed to determine prior and current opinions about inclusion and participants were assigned to one of the following categories: (a) those who were optimistic about inclusion prior to their experience of including a student with a significant disability and who have remained optimistic, (b) those who were optimistic about inclusion prior to their experience but who have become sceptical as a result of their experience, (c) those who were initially sceptical about inclusion prior to their experience of including a student with a significant disability but who have become optimistic as a result of their experience with inclusion, and (d) those who were initially sceptical about inclusion and who remain sceptical. Interviews were conducted to explore the effect their experiences had on their opinions about inclusion and the factors that facilitated or hindered teacher engagement. Qualitative analysis of the data suggested that teachers who are able to include students with significant disabilities are more engaged, are generally satisfied with their experiences and have become more optimistic about inclusion and more committed to it. Implications for teacher education and professional development are discussed. / October 2005

It has been said that the difference between involvement and commitment is like a ham and egg breakfast – the chicken was involved but the pig was committed. To better understand teacher commitment to inclusion, this study examined the perspectives and experiences of 8 elementary teachers who had included students with significant disabilities in their general education classrooms. A questionnaire was developed to determine prior and current opinions about inclusion and participants were assigned to one of the following categories: (a) those who were optimistic about inclusion prior to their experience of including a student with a significant disability and who have remained optimistic, (b) those who were optimistic about inclusion prior to their experience but who have become sceptical as a result of their experience, (c) those who were initially sceptical about inclusion prior to their experience of including a student with a significant disability but who have become optimistic as a result of their experience with inclusion, and (d) those who were initially sceptical about inclusion and who remain sceptical. Interviews were conducted to explore the effect their experiences had on their opinions about inclusion and the factors that facilitated or hindered teacher engagement. Qualitative analysis of the data suggested that teachers who are able to include students with significant disabilities are more engaged, are generally satisfied with their experiences and have become more optimistic about inclusion and more committed to it. Implications for teacher education and professional development are discussed.

It has been said that the difference between involvement and commitment is like a ham and egg breakfast – the chicken was involved but the pig was committed. To better understand teacher commitment to inclusion, this study examined the perspectives and experiences of 8 elementary teachers who had included students with significant disabilities in their general education classrooms. A questionnaire was developed to determine prior and current opinions about inclusion and participants were assigned to one of the following categories: (a) those who were optimistic about inclusion prior to their experience of including a student with a significant disability and who have remained optimistic, (b) those who were optimistic about inclusion prior to their experience but who have become sceptical as a result of their experience, (c) those who were initially sceptical about inclusion prior to their experience of including a student with a significant disability but who have become optimistic as a result of their experience with inclusion, and (d) those who were initially sceptical about inclusion and who remain sceptical. Interviews were conducted to explore the effect their experiences had on their opinions about inclusion and the factors that facilitated or hindered teacher engagement. Qualitative analysis of the data suggested that teachers who are able to include students with significant disabilities are more engaged, are generally satisfied with their experiences and have become more optimistic about inclusion and more committed to it. Implications for teacher education and professional development are discussed.

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