Inquiry Question: How Can I Support Intermediate Students with MID Using Community-Based

Special Education Part One (New Grads 2011)

Inquiry Question: How can I support intermediate students with MID using community-based learning strategies/activities, so that instead of resisting partial integration, they have a successful experience?

Relevant Sources

Center, Y., & Curry, C. (1993). A feasibility study of a full integration model developed for a group of students classified as mildly intellectually disabled. International Journal of Disability, Development and Education, 40(3), 217-235.

The results of the study demonstrated a supportive argument for integration as well as community based teaching strategies.

Huck, Sally., Coral Kemp, Mark Carter (2010). Self-concept of children with intellectual disability in mainstream settings. Journal of Intellectual & Developmental Disability, September 2010; 35(3): 141–154.

This resource discusses self-concept among students with mild intellectual disabilities. Self concept, often referred to as self-esteem, social cognition, social status, self perception, or self- worth is considered to play an extremely important role in the academic success of intermediate and secondary students.

Konecni-Upton, G. (2011). A descriptive analysis of students with disabilities' experiences in an inclusive setting: A phenomenological study of belonging and self-esteem. ProQuest Information & Learning). Dissertation Abstracts International Section A: Humanities and Social Sciences, 71(7-A).

This study followed seven secondary students identified with a range of mild intellectual disabilities.

Professionally Speaking. (2004). Integration of Special Needs. Retrieved June 7 2011 from http://professionallyspeaking.oct.ca/december_2004/special_needs.asp.

This article published on Professionally Speaking in 2004 briefly covers the public’s opinion of mixed ability classrooms, and the outcomes related to integrating special needs students within the general education classroom setting.

O'Rourke, J., & Houghton, S. (2006). Students with mild disabilities in regular classrooms: The development and utility of the student perceptions of classroom support scale. Journal of Intellectual and Developmental Disability, 31(4), 232-242.

Results collected from a study that observed 60 secondary school students with mild intellectual disabilities revealed that these students have a clear view and understanding of what they wanted to learn and in what setting.

Handout Special Education Part One (New Grads 2011)

Ontario Ministry of Education. (2011). Planning for independence: Accommodating Students in a regular school. Retrieved June 7 2011 fromhttp://www.edu.gov.on.ca/eng/general/elemsec/speced/planindep/8.html.

This webpage outlines some classroom strategies educators may rely on when planning for their mixed-ability classrooms.

Snowden, J. C. (2004). The effects of inclusion on the anxiety and self-esteem of special education students in the regular education classroom. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64.

This dissertation outlines the results of a study that followed twelve elementary special needs students upon integration in a regular classroom. The students were offered weekly journals in which to track there experiences during their integration.

Other Sources:

Bloom, A. (2005). Inclusion means being friends. The Times Educational Supplement, 17.

McWhirter, J., Wilton, K., Boyd, A., & Townsend, M. A. (1990). Classroom interactions of mildly intellectually disabled children in special and regular classrooms. Australia & New Zealand Journal of Developmental Disabilities, 16(1), 39-48.

Murry, F. R., & Allen, M. T. (2010). Four strategies to create positive transition outcomes for students with emotional or behavioral disorders. In D. Cheney (Ed.), Transition of secondary students with emotional or behavioral disorders: Current approaches for positive outcomes (2nd ed.), pp. 119-142.

Parker, S. (2009). A comparison of the attitudes of secondary regular and special education teachers toward inclusion of students with mild disabilities in their classrooms.

Roberts, C., & And Others. (1988). A comparison of the classroom and playground behaviour of mildly disabled and non-disabled students in an integrated educational setting.

Handout