Proposed research Topic: The lived experience/perception of public school educational leaders nn special education inclusive program: curriculum and instruction
Background
Significance of the study
The study would significantly contribute to assess the experience of public school teachers regarding the development of curriculum and instruction in inclusive programs. Through, the discussion of their experience relative obstacles faced by the teachers can be determined. The information gained through this study can be an effective source to determine the experience of teacher regarding inclusive programs that can be accredited by the education experts, administration and government to improve inclusive education program for students with special needs.
Qualitative problem statement
With the passage of time, the diversity in the classroom has significantly increased in the past few years. It has increased the demand for the inclusive approach to address the needs of a diverse classroom. The learning experience of inclusive program classrooms is dependent on the effectiveness of teaching interventions. Since, the structure of classrooms has changed throughout with the increasing diversity, increasing academic demands and advancement in the technology that has provided various academic tools to support learning of children with special need. With the provided curriculum at public schools, the teachers feel unsatisfied and unprepared. They look forward for innovative educational tools and techniques to enhance their learning. Therefore, it is important to identify the core factors and aspects that the teacher encounters to track effectiveness and make efforts to eliminate the obstacles they faced to improve the overall teaching experience.
Research Question
Keeping in view, the research problem is investigated the following are the research questions that will be investigated
What is the role of special education inclusive program?
How effective is the special education inclusive program at public schools?
What are the major factors that facilitate/create an obstacle in the teaching under provided special education inclusive program?
Theoretical Framework
Inclusive education program
Inclusive education program refers to the educational services that are provided to students with special needs without discriminating or changing classroom. Under this program, students with special needs are facilitated to gain education in the regular classroom on a full time basis. However, in these programs additional needs of the students are considered that are compensated by providing them the necessary impairment equipment, speech therapy or any other services.
Empirical Studies
It is important to know teacher’s perception regarding curriculums to determine necessary changes to improve the learning experiences of children. Inclusive education program requires expertise of teachers through implementing teaching practices to improve learning experience of customers. Buell, Halam & Scheer (2000) highlight that the inclusion program should provide more options to children to improve their learning process . However, Salvia, Yseldyke & Witmer (2012) emphasize that the inclusive programs should be well equipped with advance learning through supporting the learning process with advance technology. It is also important that the inclusive teacher should have expertise in communication skills to understand the needs of the individual. They should have ability to deal with the diversity in the classroom through addressing their need and conduct teaching practices on common belief. Gao & Mager (2011) state that the inclusive teacher needs to have common belief, values and attitudes towards inclusive education. They should welcome process of inclusive education in different types and level that should be aided with education training for enhancing their teaching skills. Some of the researchers criticize that the inclusive education strictly confronts biasness. It is important for teachers to understand the attitudes of children and understanding the nature of interaction between student and teacher (Nienke, Peetsma, & Veen, 2010; Gokdere, 2012). It is essential that the students need to understand the needs of children and provide them well equipped environment to support learning of students with special needs. Similar option was raised by . There is constant debate regarding bringing up gradation regarding the teaching curriculum for students with special needs.
Method and Design
The research will adopt a qualitative research approach to conduct this study. Interviews will be conducted from five public school teachers who have experience to teach in special education inclusive program at least five years. Secondary sources of data will be collected to conduct the study that will be gathered from various sources to trace recurring themes that will be used as a base to develop questions for the interviews. The use of thematic analysis will be done to analyze the gathered data using latest information related to special education inclusive programs. The reason to make use of quantitative research approach is because of its enables the researcher to gather detailed information regarding perceptions and experience of teacher who have been teaching. It would broaden the understanding regarding inclusive programs being directed within public schools. The use of this research approach can be justified on the basis of previous studies such as .
References
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