Project Activities
Research plan
Over the course of the project, the PI collected quantitative and qualitative data to achieve the project goals. The PI developed interventions that leveraged content-area literacy strategies and classroom-based support strategies for accessing the general education curriculum for middle school students with intellectual disability and tested them in a series of single-case design studies. Study 1 was an alternating treatments design that tested the effects of various content-area literacy strategies on student comprehension. Qualitative data regarding student engagement and on-topic comments were also collected. Study 2 was a multiple-baseline, across-students design that tested special education teachers’ implementation of the system of least to most prompts across settings and students. The teacher received individualized professional development on the strategy with follow-up, context-specific coaching. The goal of this intervention was to improve teacher capacity for supporting inclusive instruction. Qualitative data were collected over the course of the project and included (a) field notes from general education and special education classroom observations; (b) interviews with students, staff, teachers, and administrators; (c) instructional lesson plans and artifacts; and (d) student work samples and other evidence of learning. During the final year of the project a special education teacher and the general education science teacher participated in a shared learning experience to (a) reflect on evidence of student learning as a result of the project, (b) review adapted science curricula created as part of the project, and (c) plan for future inclusive instruction.
Career plan
Through a career development plan, the PI enhanced her ability to design and implement interventions in authentic inclusive settings, improved single-case and mixed-method research skills, and developed and submitted additional IES NCSER grant proposals. To accomplish these goals, the PI engaged in regular meetings with mentors to get feedback and guidance on intervention development and implementation, interpretation and dissemination of results, and grant writing. Additional training activities included working with consultants, participating in doctoral courses, attending mixed-methods trainings, auditing science methods courses for preservice general education teachers, and making targeted school visits to inclusive science classrooms.
Key outcomes
The main findings of this study, as reported by the principal investigator, are as follows:
- Findings from study 1 showed that the content-area literacy strategies were variably effective across participants, but students had increased engagement and on-topic comments during more complex conditions.
- Findings from study 2 showed that the teacher improved her ability to implement the strategy as a result of intervention.
- Qualitative findings highlight that teachers’ perceptions of inclusion, and views on the relevance of science learning for students with intellectual disability, shifted as a result of participating in the project and the interventions. Students who participated demonstrated enthusiasm for attending their general education science class as well as evidence of complex science learning and sense making.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
