Master of Education in Special Education
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Item Considerations for inclusive education in secondary schools: a case study(Electronic version published by Vancouver Island University, 2023) Libbus, RhondaAbstract Creating educational inclusive systems of support is complex, time consuming and dependent upon the buy-in of key stakeholders. While many individuals believe in the principle of inclusive education practices, the implementation of inclusive structures, frameworks and practices is challenging and still at the forefront of educational issues in Canada. How has one school in British Columbia implemented structures, frameworks, and policies to support the inclusion of the diverse learning needs commonly seen in secondary schools across Canada? Two administrators and three educators were interviewed about their model of inclusion. Data was collected through semi-structured interviews about interpretations, perceptions, and experiences of the participants in one secondary school in British Columbia. The findings reveal the themes of administration support, collaboration processes, multi-tiered systems of support, on-going professional development, and paraprofessional support are the foundations of providing a successful inclusive education program in secondary schools.Item Supporting students with Autism Spectrum Disorder in inclusive classrooms(Electronic version published by Vancouver Island University, 2023) Downes-Peters, BrittanyWith the rising prevalence of autism spectrum disorder (ASD), this study suggests a shift toward more inclusive classrooms is required. Literature in the field identified teachers’ lack of experience, knowledge and training on ASD (Finke et al., 2009; Corkum et al., 2014), and the resulting negative influence on their self-efficacy and attitude (Busby et al., 2012; Johnson et al., 2021; Corona et al., 2016) as well as specific strategies useful when including students with ASD in general classrooms (Danlap et al., 2010; Leonard & Smyth, 2020). Survey research involving two distinct participant groups: K-7 teachers on southern Vancouver Island and parents of students with ASD, was used to respond to the question, What professional development and classroom resources do K-7 teachers and parents of students with autism say are needed to better support elementary students with autism in inclusive classrooms? Study findings affirmed professional development is necessary. Participant topic priorities include basic knowledge of ASD, Universal Design for Learning, and ASD Acceptance and Advocacy. Teachers noted how others’ values and attitudes impact inclusion, while parents emphasized the importance of creating positive relationships and accessible classroom environments that respect neurodiversity. Parents said inclusive classrooms impact student success and parent satisfaction levels. Several online training modules will be developed based on study findings; however, more is required to address the substantial gaps in teacher knowledge. Comprehensive professional development on ASD is recommended.Item Planning with inclusive practices in a math 8 classroom: a self reflection of needs(Electronic version published by Vancouver Island University, 2023) Kristoffersson, AmyThis project focuses on enhancing the inclusivity of math 8 classrooms in British Columbia through the implementation of four main teaching strategies: universal design for learning, technology integration, differentiated instruction, and direct instruction. The author utilized and reflected upon these inclusive teaching strategies while developing a comprehensive math 8 fractions unit. The unit includes detailed lesson plans, guided note pages, worksheets, interactive games, engaging activities, a quiz, and a final assessment. To foster knowledge-sharing and collaboration, the author created a series of three professional development sessions, during which they will present their research findings and the creation of the math 8 fractions unit to fellow educators. Following this, two additional meetings will be organized to provide participants with the opportunity to discuss and reflect on their progress in implementing inclusive teaching strategies in their respective classrooms. The aim of these sessions is to create a supportive and cooperative environment where teachers can exchange ideas and experiences to further enhance inclusivity in math education.Item Writing instructional practices in Grades 3-7 inclusive classrooms(Electronic version published by Vancouver Island University, 2023) Wanless, JenniferWriting is a complex task for typical students and therefore even more challenging for students with dysgraphia. Today’s classrooms are filled with students with diverse needs that require educators to tailor instruction. The purpose of this descriptive research study is to explore how educators currently teach writing to all students in grades 3-7, and how they support the writing growth of their struggling learners. The questions guiding this research are: (1) How do teachers, working with grade 3-7 students in inclusive classrooms, plan effective writing instruction? (2) What strategies do they find effective for writing instruction? and, (3) How are teachers supporting students who find writing challenging and those with specific learning disabilities in written expression (dysgraphia)?” Both quantitative and qualitative data was collected from classroom teachers and learning support teachers in one urban Vancouver Island school district through an online survey and in-person interviews. Through mixed methods analysis the findings revealed that educators are constructing unique writing programs that incorporate a variety of resources, instructional strategies, adaptations and technology. Although this study found that some extra support for struggling writers is taking place in schools, it is not enough to help these students make the growth they need. These findings also identify a number of areas for improvement with instruction, professional development and future research.Item Memories of the pool: a case for swimming(Electronic version published by Vancouver Island University, 2023) Schilds, ToveWell-being is a term frequently discussed in connection to student physical and mental health, and academic life. The benefits of exercise and sport involvement to well-being is regularly examined, with limited information on the specific link between well-being and involvement on swim teams available. This study describes different definitions and assessments for well-being and makes connections to swimming and swim teams. The question explored was: How do individuals describe their lived experiences on swim teams and the impact of swimming on their physical, emotional, academic, and mental well-being? Through semi-structured interviews, participants in the roles of swimmer, coach, and/or parent, shared their experiences in swimming and swim clubs. These experiences were explored through a narrative research lens to determine how swimming impacted and affected their lives and how swimming could be connected to special education and students with learning disabilities. Eight Themes were discovered: View of Self; Friends and Relationships; Inclusion and Belonging; An Individual Sport Within a Team Environment; Learning and Skills; Hard work and Accomplishment; Emotional, Mental, and Physical Health; If Not Swimming. Recommendations for coaches, swim clubs, parents, families, school districts, and special education along with suggestions for future research are provided.