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Mackenzie Scheu

Dr. Guenzel
Research Dossier

Introduction: Inclusive Classrooms Help Students with Special Needs Develop Socially
and Academically
Ive always wanted to be a teacher. I didnt know what specialty or age group I
wanted to teach, but I had a general idea. Growing up with twin cousins who are both
severely autistic had inspired me to focus on special education. Questions that always ran
through my head were Why were they treated differently?, Why were others
considered normal, and they werent? As I got older I decided to volunteer at events
benefitting individuals with special needs, such as volunteering in classrooms, being a
peer-mentor, and helping at special Olympics events. My interest and passion for special
education has obviously grown over time.
My research project will cover one main topic- inclusion. What is inclusion and
what are its benefits? More importantly, how can inclusion help children with special
needs develop, both academically and socially? I will be using resources, such as field
experience, academic journals, peer-edited journals, and potentially an interview with one
of my education professors. Inclusion is a fairly new concept and is often brought up in
education-related debates.
Inclusion of students with special needs allow for them to develop both
academically and socially. I plan to use the information I have found through research as
evidence to support this claim/thesis. My basis for research so far has been the UCF
Library website, using databases to find specific resources by searching keywords and
phrases.

From: Mackenzie Scheu

Subject: Educating Children with Special Needs

Topic description: The topic of my research paper will be the education of students with
special needs. It will address the debate of inclusion and funding for special education
programs (research territory). I will create my research niche by using keywords and
phrases in my searches, including special education, inclusion, inclusion in public
schools, special education funding, special education funding in public schools, etc.
I will be acknowledging the belief that inclusion should not be included in public school
policies. This belief is also mentioned in both Abbas and Elton-Chalcrafts pieces that I
have included in my bibliography. Other authors will support my main view point such
as Ledford, Kasari, and Maxam. The research they have published supports my claim that
inclusion helps children with autism develop both socially and academically. I am also
interviewing Constance Goodman, a professor of education at the University of Central
Florida, and she will be providing a teacher-perspective that I can add for support of my
claim.

Documentation Style: I will be using MLA formatting, because I am most comfortable


with this format.

Tentative List of References (Preliminary Research):

"Concerns About and Arguments Against Inclusion And/or Full Inclusion." Concerns
About and Arguments Against Inclusion And/or Full Inclusion - Issues ...about Change,
Inclusion: The Pros and Cons, Volume 4, Number 3. SEDL, an Affiliate of American
Institutes for Research, 2015. Web. 31 Jan. 2017.

"Educating Children with Special Needs." Educating Children with Special Needs.
Specialednews.com, 2009. Web. 31 Jan. 2017.

McCann, Clare. "IDEA Funding." EdCentral. New America EdCentral, n.d. Web. 31 Jan.
2017.

"Special Education in the Schools." Special Education in the Schools. Council for
Exceptional Children, n.d. Web. 31 Jan. 2017.

"What Is Inclusive Education?" What Is Inclusive Education? | Inclusion BC.


InclusionBC, 2012. Web. 31 Jan. 2017.

Julia. "Inclusion: Research and PROOF." Inclusion: Research and PROOF. N.p., 01 Jan.
1970. Web. 31 Jan. 2017.

Purpose: As an elementary education major, the inclusion of special education students


in the education system and the funding they receive needs to be acknowledged, whether
it be good or bad. After graduation, I plan to pursue a career in special education and hold
this topic very close to my heart. It is something I have always wanted to work with
children with special needs and I am very excited to be exploring the topic more, and
sharing my findings with an audience.

Intended audience: The TED audience in class.


Preliminary Thesis/Argument: Special education programs do not adequate
opportunities for inclusion. By increasing these opportunities, children who are in special
education programs will have equal opportunities, and the chance to thrive, both in
school and in life.

Types of research areas: I will conduct research in internet searches and using
experience from field research. Service learning is a requirement for my major, and I
volunteer in an inclusive classroom. I also will be interviewing one of my professors. My
main source of information will come from the databases provided by UCF on the
librarys website.

Graphs or charts:
Research Map

Questions
1) Are there scientifically proven benefits of inclusion, in regards to students with
special needs (autism, down syndrome, etc.)? If so, what are they?
2) Why do some people disapprove of the idea of inclusion?
3) What are the benefits of inclusion?

Key Words/Phrases
1) inclusion AND special needs
2) benefits of inclusion
3) special education
4) inclusion case studies
5) autism AND inclusion
6) down syndrome AND inclusion
7) autism AND development

Types of Research That Will be Conducted:


1) Library/ Scholarly Research- I will go to the UCF Library and spend time researching
using the provided resources.
2) Internet Research- I will use the key phrases and terms to conduct an internet search,
using Google as my main search engine.
3) Field Research- As an education major, service learning is a requirement for some of
my pre-requisite classes. I will use this experience to observe students in my class,
because it is an inclusive class. I will also be conducting an interview with my
introduction to diversity in education professor, Constance Goodman.

Deadline Schedule:
February 13, 2017 Class is in Library (conducting research)
February 22, 2017 Have paper trail ready, of at least thirty sources
March 1, 2017 Research Dossier/ Draft due
March 3, 2017 Peer review due
March 10, 2017 Final Draft of Dossier due
March 13-18, 2017 Spring Break
March 22, 2017 Peer Review due
March 24, 2017 TED Talk invention
March 27, 2017 Present pitches
March 29, 2017 Final Draft/ Rhetorical Analysis due
March 31, 2017 Begin drafting research paper
April 3, 2017 Draft 1 Research Paper
April 10, 2017 Draft 2 due
April 12, 2017 Draft 3 due
April 14, 2017 Final Peer review due, begin final revisions
April 15-16, 2017 working @ wedding all weekend
April 19, 2017 Final Draft due
TBA- Final (TED Talks)
The preceding schedule is exclusively for ENC1102 and the research project. The
following schedule includes other classes and activities.
February 28, March (2,7,9,14,16,17,21,23,28,30), April (4,6,11,13,18,20)- PHI2010
12p.m. 1:15 p.m.
Every other Tuesday- EDF2085 1:30-4:20 p.m.
Every Sunday- Chapter Meeting 8 p.m. (ADPi)
February 28, 2017- Mid Term Part 2 (EDF2085)
March 6, 2017- Digital Video Assignment due (EME2040)
March 7, 2017- Betas Best Dance Crew 7 p.m. (ADPi)
March 12, 2017- FLVS Field Trip due (EME2040)
March 18, 2017- Cheers for Charity practices start (ADPi)
March 27, 2017- ASSURE Lesson Plan due (EME2040)
March 28, 2017- Quiz 4 and Module 4 due (EDF2085)
April 3, 2017- Gradebook Assignment due (EME2040)
April 6, 2017- Black Diamond Ball (ADPi)
April 10, 2017- Power Point Quiz (EME2040)
Research Time Periods:
Library Research- February 13 (class day)
Internet Research- Current- March 29 (have most of the information, but feel free to add
findings)
Field Research- All semester (fifteen hours are required for my education classes, so it
will be over an extended period)

Annotated Bibliography:
Abbas, Faiza, Aneeka Zafar, and Tayyaba Naz. "Footstep towards Inclusive
Education." Journal of Education and Practice (2016): n. pag. ERIC. Web. 20
Feb. 2017.
Inclusive education is a rising trend in the world. The first step towards inclusive
education is providing the awareness to the general education teachers. This study
focused to investigate the general education teachers of primary and secondary level
awareness about the special education and inclusive education. This study is descriptive
method used survey type. Closed ended questionnaire developed for collecting data. 300
teachers were selected as sample from primary and secondary schools through random
sampling technique. Teacher's awareness level unfortunately not good particularly
primary rural areas school teachers. The age groups (25-30) of teachers with high
qualification have strong awareness level about special education (90%) and inclusive
education (40%). While, senior age group (51-55) have poor knowledge about special
education (40%) and inclusive education (2%). Respondents' education matters regarding
awareness about special education and inclusive education. Awareness level was
escalating with education.
This journal makes inclusion seem very doable, and in a way provides a step-by-step
guide that schools could use as a guide as they become more inclusive. I will use this
source to show the audience that inclusion is not as hard as they think.
Elton-Chalcraft, Sally, Paul J. Cammack, and Liz Harrison. "Segregation, Integration,
Inclusion and Effective Provision: A Case Study of Perspectives from Special
Educational Needs Children, Parents and Teachers in Bangalore India. "International
Journal of Special Education 31.1 (2016): 2-9. ERIC. Web. 20 Feb. 2017.
Educating special educational needs (SEN) children in special schools is the norm in
India but there is a growing trend towards inclusive practice. Perspectives were sought
from children, their parents and teachers in Bangalore, India to investigate perceptions of
effective provision for SEN children using an interpretative approach to provide thick
descriptions. Findings suggest that integration of SEN children in mainstream schools
was not the preferred model for both the children and adults in the study. Separate
schooling was cited by the majority of respondents as the most appropriate model for
reasons of unsuitable pedagogy and curriculum, a lack of individualised attention for
children and difficulties of social interaction. The study reveals that teacher dedication,
passion and care for the SEN children in their classes is juxtaposed with an
acknowledgment of their professional training and development needs. These findings
provide teachers and policy makers with an in depth insight from this sample case study
into the perspectives of children, their parents and teachers on appropriate SEN provision
and the challenges of implementing inclusive practice.
This source includes and acknowledges the perspectives of all groups involved in
education (parents, students, and teachers) and provides a case study from India. I plan on
using this source to incorporate the different perspectives, and also to compare Indias
special education system with the United States system.
Goodman, Constance. "Benefits of Inclusion/Experiences with Inclusion." E-mail
interview. 05 Mar. 2017.
I will be interviewing Dr. Constance Goodman, a professor of education at UCF, about
inclusion. I will be meeting with her sometime next week to discuss her experiences with
inclusion as a special education teacher. The questions I will ask are:
What school(s) did you teach at? What school(s) did you specialize in
special education?
What is your stance on inclusion?
Did you experience any negativity regarding inclusion?
How much inclusion was present in your school?
What benefits do you believe come from inclusion?

Kasari, Connie, et al. "Children With Autism Spectrum Disorder And Social Skills
Groups At School: A Randomized Trial Comparing Intervention Approach And
Peer Composition." Journal Of Child Psychology And Psychiatry 57.2 (2016):
171-179. ERIC. Web. 21 Feb. 2017.
Background: Peer relationships improve for children with autism spectrum disorder
(ASD) in clinic-based social skills groups but rarely generalize to real world contexts.
This study compares child outcomes of two social skills interventions conducted in
schools with children in Kindergarten through fifth grade. Method: Children with ASD
were randomized to one of two interventions that varied on group composition (mixed
typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic
SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at
school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer
nomination and playground peer engagement, as well as teacher reports of child behavior
problems and teacher child relationship were analyzed for 137 children with ASD across
four sites. Results: On the primary outcome of social network connections from the peer
nomination measure, there was no main effect of treatment, but there were moderator
effects. Children with low teacherchild closeness or high conflict improved more in their
social connections if they received the SKILLS intervention, whereas children with
higher teacherchild closeness improved more if they received the ENGAGE
intervention. Only two secondary outcome measures yielded significant effects of
treatment. Children in the SKILLS groups increased peer engagement and decreased
isolation during recess. Child behavior problems and teacherchild closeness moderated
peer engagement such that children with higher behavior problems and lower closeness
benefitted more from SKILLS groups. Conclusions: These findings suggest that social
skills groups conducted at school can affect both peer engagement during recess as well
as peer acceptability. Child characteristics and teacherchild relationship prior to
intervention yield important information on who might benefit from a specific social
skills intervention. Keywords: Social skills groups; autism spectrum disorders; inclusion;
peer relationships; teacher child relationship; social networks.
This source contains statistical data on benefits of socializing students in inclusive
groups; I will use this data to incorporate varying sources, increasing my credibility as a
writer.

Ledford, Jennifer R., and Joseph H. Wehby. "Teaching Children With Autism In
Small Groups With Students Who Are At-Risk For Academic Problems: Effects
On Academic And Social Behaviors." Journal Of Autism And Developmental
Disorders 45.6 (2015): 1624-1635. ERIC. Web. 21 Feb. 2017.
Students with ASD are often taught in individual instructional arrangements, even when
they receive educational services in inclusive settings. Providing intervention in small
group arrangements may increase opportunities for social interactions, particularly when
these opportunities are systematically planned. In this study, academic instruction was
conducted in small groups consisting of one student with ASD and peers who were
socially competent but at risk for academic failure. All students learned targeted academic
behaviors and increased their use of targeted social behaviors during instructional
sessions. Generalization of social behaviors to a less structured context was variable.
Results suggest that small group instruction may be a feasible and preferred alternative.
Suggests that students with autism and at-risk students are taught together. This socializes
them and allows for both of them to learn at a slower pace than other classmates,
effectively teaching the material. This source can be used to suggest one way to include
children with special needs.
Maxam, Susan, and James E. Henderson. "Inclusivity In The Classroom:
Understanding And Embracing Students With Invisible Disabilities." Journal Of
Cases In Educational Leadership 16.2 (2013): 71-81. ERIC. Web. 21 Feb. 2017.
This case involves a high school principal dealing with increasing numbers of students
with invisible disabilities in his school while faced with ever-present budgetary cuts,
perennially substandard academic performance, and low teacher morale. This case seeks
to investigate how a principal, faced with an unsupportive Board interested only in
raising test scores as well as teachers complaining about students with disabilities
disrupting their classes, can foster a climate of inclusivity while creating conditions
aimed at the academic success of all students in this financially strapped, low-performing
school serving children in poverty.
This source provides a case study, which would allow me to include specific evidence in
my paper. Because this is a true story, I can also use it to appeal to my audiences
emotions.
Mcmurray, Sharon, and Ross Thompson. "Inclusion, Curriculum and the Rights of
the Child." Journal of Research in Special Educational Needs 16 (2016): 634-
38.ERIC. Web. 20 Feb. 2017.
Inclusion; segregation; equity In 1989, The Centre for Studies in Inclusive Education
(CSIE) published its inclusion charter which was subsequently revised in 2002. This
charter sought an end to all segregated education on the grounds of disability or learning
difficulty. The vision was that all children would be educated in mainstream classrooms
with benefits for disabled and nondisabled pupils alike. Segregation emerged as a
human rights issue firmly set within an equality of access agenda. Special schools were
perceived as a violation of every child's right to the society of their peers within their
local mainstream school. This paper considers the case of an individual with severe
learning difficulties and his journey through the system of special educational needs in
Northern Ireland (NI). In 1994, aged 5, he was the first child in his Education and Library
Board area to obtain a supported placement in a mainstream school. Within the Northern
Ireland system of education, while there has been increased inclusion in mainstream
schools, special schools for children with severe (SLD) and profound and multiple
learning difficulties (PMLD) have seen substantial investment in new buildings and
resources. This paper considers a range of complex issues with regard to
the inclusion agenda and children with severe learning difficulties. It considers issues
in inclusion as the Department of Education embarks on the development of shared
education campuses in Northern Ireland.
I chose this source, because it shares that separating children with special needs is
actually a violation of the students rights. I am using this source to incorporate logos in
my paper, potentially increasing my credibility.
Nye, Elizabeth, et al. "Classroom Behaviour Management Strategies In Response
To Problematic Behaviours Of Primary School Children With Special Educational
Needs: Views Of Special Educational Needs Coordinators." Emotional &
Behavioural Difficulties 21.1 (2016): 43-60. ERIC. Web. 21 Feb. 2017.
Children identified with special educational needs (SEN) and behavioural difficulties
present extra challenges to educators and require additional supports in school. This paper
presents views from special educational needs coordinators (SENCos) on various
strategies used by educators to support children identified with SEN and problematic
behaviours. The data were collected from telephone interviews with six SENCos from the
UKs South West Peninsula. The SENCos were invited to participate because their school
was participating in a cluster-randomised trial of a teacher classroom management course
(Incredible Years). Using thematic analysis to analyse the data, this paper illustrates
strategies deemed by SENCos to be successful in the support of children identified with
SEN. The management strategies generated by participating SENCos were then mapped
onto those taught as part of the classroom management course for comparison. Findings
indicate that strategies from the training programme appear to be appropriate for children
identified with both SEN and behavioural difficulties.
This journal provides strategies that teachers in inclusive classrooms could take
advantage of in the event that there are behavioral issues, because students with specials
needs and regular students respond differently to discipline. By using this source, I can
suggest ways to handle difficult situations in inclusive classrooms, providing a solution to
potential problems, before they are caused.
Ranjan, Rajeev, et al. "Effect of Transdisciplinary Approach in Group Therapy to
Develop Social Skills for Children with Autism Spectrum Disorder." Theory and
Practice in Language Studies, no. 8, 2014, p. 1536. EBSCOhost,
login.ezproxy.net.ucf.edu/login?
auth=shibb&url=http://search.ebscohost.com/login.aspx?
direct=true&db=edsglr&AN=edsgcl.381837399&site=eds-live&scope=site.
Abstract: The social impairments in individuals with Autism spectrum disorder (ASD) are
diverse and involve speech, linguistic conventions and interpersonal interaction. 5 male
children with ASD in the age range of 8 to 10 years were selected randomly. All the
children were attending mainstream schools, receiving individual speech therapy and
occupational therapy (45-minute session every fortnight) and were having difficulty in
social interaction. The children were placed in a 3-hour group therapy program for 6
sessions, which were facilitated by two professionals, a speechlanguage therapist and an
occupational therapist at our center (Society for the Physically Disabled). The rating
score was rated by parent and therapist. The comparative pre and post therapy score
among the two groups, that is by parents and therapist shows that the objectives for the
group therapy were rated higher after the completion of the group therapy. Wilcoxon
Signed Ranks Test shows there is significant difference
I could use this source to provide another suggestion for inclusive techniques.
Rosenburg, Karen L. "Using Animal Assisted Therapy With Students With Autism
Spectrum Disorder In The Art Room Setting." Online Submission (2016): ERIC.
Web. 21 Feb. 2017.
This case study focused on the addition of a therapy dog in an Art I level class at a public
high school level that included students with Autism Spectrum Disorder. The purpose of
this study is to determine how Animal Assisted Therapy may
benefit autism support students in the art classroom. The students participated in lessons
that focused on representation of feelings through the use of color and combined realistic
and abstract subject matters. Qualitative methods of research were used to conduct this
study through use of observations, formal and informal interviews of students and
teachers, student artifacts/artwork, and student questionnaires. The study focused on
2 students with ASD as well as the classroom as a whole. The data collected was
analyzed to gain an understanding of how the inclusion of a therapy dog could assist in
successful inclusion, assist students with ASD with socialization, and affect student
choice within their artwork. The following are appended: (1) Pax Commands; (2) Lesson
Plan; (3) Pre-Study Survey; (4) Mid Study Survey; and (5) Consent Forms.
This study provides a specific solution to inclusion and how this strategy helped the
student excel in an inclusive classroom. I liked this source, because it highlighted the
importance of understanding disabilities and I can use it to get the audience to understand
specific disabilities.
Special Education : Is IDEA Working as Congress Intended? : Hearing before Committee
on Government Reform, House of Representatives, One Hundred Seventh Congress,
First Session, February 28, 2001. N.p.: Washington : U.S. G.P.O. : For Sale by the Supt.
of Docs., U.S. G.P.O. [Congressional Sales Office], 2001., 2001. Cat00846a. Web. 21
Feb. 2017.
This source acknowledges legislation that gives rights to students with special needs. I
could use this source to investigate what IDEA entails and use the authors claims as
evidence in my paper.

Yeo, Kee Jiar, and Kie Yin Teng. "Social Skills Deficits In Autism: A Study
Among Students With Austim Spectrum Disorder In Inclusive Classrooms."
Universal Journal Of Educational Research 3.12 (2015): 1001-1007. ERIC. Web.
21 Feb. 2017.
Students with Autism Spectrum Disorder (ASD) who lack of social skills have been
hindered from being included in IE classrooms. The purpose of this study was to identify
the most frequently occurring social skills deficits area among students with ASD in IE
classrooms so that the mainstream teachers will be ready and well prepared to cater to
their special educational needs (SEN) accordingly in order to yield more effective
educational outcomes. A total of 34 teachers in three schools with inclusive classrooms in
Johor state, Malaysia were involved in this study. The instrument used in the current
study was adapted from TRIAD Social Skills Assessment (TSSA) by Vanderbilt Kennedy
Center. The instrument was adapted and consisting of a 41-items survey form which
assess the knowledge and skills of students with ASD in three areas, namely cognitive,
behavioral and affective. The findings showed the most observed social skills deficits fall
under behavioral and affective areas. Comparison of the three areas in social skills using
repeated measures analyses indicated that there was a significant difference among the
scores of three areas among the students with ASD. The implications of practice were
discussed.
This study supports my claim that lack of inclusion hinders children with special needs
social development. The abstract states that the study was intended to collect data on the
social qualities children with autism lack, and then pass it on to mainstream teachers as
they prepare to teach these children alongside their regular class. I can use this source to
acknowledge those opposing inclusion.
Zvoleyko, Elena V., Svetlana A. Kalashnikova, and Tatiana K. Klimenko.
"Socialization of Students with Disabilities in an Inclusive Educational
Environment."International Journal of Environmental and Science
Education 11.14 (2016): 6469-481. ERIC. Web. 20 Feb. 2017.
With the implementation of the Educational Standard for children with disabilities, the
need for definition of parameters of an inclusive educational environment is high. The
article highlights the groups of special conditions of socialization for students with
disabilities in an inclusive educational environment; the authors give the content
characteristics of all groups. In order to implement inclusive practice it is necessary to
create special educational conditions for children with disabilities. Russian defectologists
adequately defined a list of special conditions, but they did not give the system
description. Without these conditions, studying in a regular school is difficult for a child
with disabilities. We have used a new approach to the representation of special conditions
system of inclusive education, which is based on the structural-functional model of the
educational environment; the components of this model allowed identifying some groups
of special conditions (organizational and managerial, material and technical,
organizational and pedagogical, the organization of psychological and pedagogical
support, social-psychological and subjective). We have defined the content of each group
of special conditions and determined the significance and content of extracurricular
activities for successful socialization.
This source focuses on the socialization of children with special needs and how they can
benefit from it. This supports my main claim, and can be used throughout the entire
paper.