This study focuses on how a teacher managed to accomplish integration and inclusion of among his students. Judy is one of the students and is classified as learning disabled. This study applied a sociocultural approach to observe classroom interaction and regarded the teacher as the main mediator in learning. The actions and the outcomes of such actions by the students were studied. What and how they said was part of the study. The academic actions the students in this study were expected of were regarded as what the authorities of the school regarded as academic literacy.
Academic foundations for success were created. This was with the aim of bringing together students who were divided based on their abilities. Six years before the study was taken, teachers and the students were interviewed. They all had a mutual belief, that the student cultures positioned them and their teachers as evaluators and sorters. During those six years, the researcher had known the school as supervisor of students and teachers. During the study, the researcher and the tutor operated as co researchers. All the actions before, during and after each class were recorded. Spradley’s ethnographic and Wallat’s methods focused on the gathering and examination of data.
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The special education paraeducator regarded Judy in AFS classroom as “emotionally learning disabled”. She had hearing problems even before entering school and was given sensory incorporation therapy which addressed poor motor skills and physical defensiveness. She was counselled during her second grade and was referred for trial by her third grade teacher. Her attention problems in her classroom suggested her occasions of positive engagement in the AFS learning would be events worth following up.
Two segments of Judy’s class engagement were chosen. Judy was given opportunities to ask genuine questions during classroom discussions within this two segments. These segments took place while the teacher guided the students in understanding frank questions. They had viewed clips and the teacher paused each clip for the students to ask genuine questions. He then asked for students who were volunteering to give genuine questions that came across their minds. One of the students volunteered and the teacher’s response was an ‘OK’ confirming that the student’s query fulfilled his prospects. Judy asked for permission and asked her question. The teacher replied differently to her query, not with a simple ‘OK’. In an interview, the teacher stated that he had not understood Judy’s question and had to ask for clarification. This brought out the teacher as the listener who asked for another opportunity by simply repeating part of the speaker’s words. The teacher redirected the question to another student. This act proved the academic validity of the question and was a boost to Judy. In the next segment where students asked genuine questions about clips, Judy affirmed her position as a capable inquirer with her actions contrary to the first segment where the teacher had to ask another student the same question. At the end of the course, Judy gave her view about the AFS class and it was all positive.
The following information depicts how this study uses the case study approach:
The case was identified, the interactional inclusion and inclusion. The case identified was bounded by time (one year of study) and place (high school).
Several sources of information in data collection were used.
The researcher was interested in exploring a single case concerning Judy who is one of the disabled students.
In the researcher’s data analysis, various similar studies that had already been done by other researchers is shown.
References
Asmussen, K. J., & Creswell, J. W. (1995). Campus response to a student gunman. The Journal of Higher Education , 66 (5), 575-591.
Rex, L. A. (2000). Judy constructs a genuine question: A case for interactional inclusion. Teaching and Teacher Education , 16 (3), 315-333.
