Action Research project[1]

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Nov 24, 2024

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ENHANCING INCLUSIVE EDUCATION TO STUDENTS WITH PHYSICAL ABILITIES 1.1 Introduction: Inclusive education promotes diversity and the participation of all students, regardless of their backgrounds and abilities in mainstream classrooms. This action research project aims to improve classroom practices for inclusive education by identifying and implementing strategies that support the learning needs of all students disabilities. According to UN it is estimated that only 5 percent of all students with a disability complete primary school ( Peters,2003 ). Even when students with disabilities attend school, a curriculum that has not been fully adapted to their needs may mean they do not have the same access to education as their classmates do. Moreover, teachers may not know how to accommodate the needs of students with disabilities, books may not be available in braille for students who are blind, and teachers may not know sign language for students who are deaf Inclusive education is a fundamental pillar of modern pedagogy, embodying the belief that all students, regardless of their backgrounds, abilities, or challenges, should have equal access to quality education. Inclusion recognizes and values diversity, fostering a learning environment that accommodates the unique needs of each learner. However, the successful implementation of inclusive education is an ongoing journey, often requiring intentional efforts, research, and adaptability to ensure that the classroom truly caters to all.

This action research project, titled "Enhancing Inclusive Classroom Practices for students with disabilities ," arises from the recognition that inclusivity is not merely an aspiration but a dynamic process that necessitates continuous improvement. Inclusive education, by its very nature, embraces diversity, which encompasses a wide spectrum of abilities, learning styles, cultural backgrounds, and individual preferences. Therefore, creating an inclusive classroom necessitates a proactive and reflective approach to pedagogy and classroom management. 1.2 Research Questions: (i) Infrastructure and Facilities: o How physically accessible are the current schools facilities for students with varying degrees of physical abilities? o What modifications are necessary to make schools facilities universally accessible, and how can these modifications be prioritized? (ii) Technology and Assistive Tools: o What technologies and assistive tools are currently available to support students with physical abilities in their academic pursuits? o How can the integration of new technologies enhance the learning experience for students with physical abilities? (iii)Inclusive Curriculum and Teaching Methods:  To what extent do faculty members incorporate inclusive teaching methods that cater for learning needs of students with physical abilities?

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2,0LITERATURE REVIEW 2.1 EMPIRICAL REVIEW 2.1.1 INFRASTRUCTURE AND FACILITIES: Enhancing inclusivity for children with physical disabilities involves creating a supportive and accessible environment within educational institutions. The focus is on ensuring that infrastructure and facilities are designed to accommodate the diverse needs of all students. Physical infrastructure plays a vital role in creating an inclusive learning environment. Studies by Miller and Anderson (2016) emphasize the importance of accessible classroom design, including ramps, wider doorways, and adjustable furniture, to accommodate students with mobility challenges. Creating collaborative and flexible learning spaces is essential for accommodating diverse learning needs. Research by Johnson et al. (2018) suggests that designing spaces that allow for various seating arrangements and technologies promotes inclusivity and fosters a sense of community among students. Technology Integration Screen readers and text-to-speech software have proven to be crucial tools for visually impaired students, allowing them to access written content. These tools convert digital text into spoken words, making educational materials more accessible. According to Smith and Johnson (2017), the integration of screen readers has shown positive outcomes in improving the

academic performance and engagement of visually impaired students. It not only aids in reading but also facilitates navigation through digital platforms. Adaptive learning technologies cater to individual learning needs, offering customized content and assessments. This is particularly beneficial for physically challenged students who may have varying degrees of mobility or specific learning requirements. In a study by Brown et al. (2018), the implementation of adaptive learning platforms was associated with increased participation and improved learning outcomes among students with physical disabilities. AR and VR technologies provide immersive learning experiences that can benefit students with physical disabilities. These technologies offer virtual simulations, field trips, and interactive content, fostering a more engaging and inclusive learning environment. Research by Chen et al. (2019) indicates that the use of VR in education positively influences the motivation and participation of physically challenged students, offering them experiences that may be challenging in the physical world. Theoretical Frameworks Social Constructivism The theory by Vygotsky, Piaget emphasizes on the importance of social interaction and collaboration in the learning process, contributing to an inclusive environment. I t suggests that knowledge is not simply acquired by individuals through passive reception of information but is actively constructed through social interactions and collaboration with others. This theory is often associated with the work of educational theorists such as Lev Vygotsky.

Vygotsky introduced the concept of the Zone of Proximal Development, which is the difference between what a learner can do independently and what the learner can do with the help of a more knowledgeable person (usually a teacher or peer). Social interactions play a crucial role in moving learners into their ZPD and facilitating their cognitive development. Critical Pedagogy This theory is grounded in the belief that education is a political and inherently social process that can either perpetuate or challenge existing power structures and social inequalities . Critical Pedagogy emphasizes the development of critical thinking skills. It encourages students to question, analyze, and challenge information rather than passively accepting it. This involves engaging students in dialogue and reflection to foster a deeper understanding of the subject matter. Critical Pedagogy seeks to create a learning environment that not only imparts knowledge but also empowers individuals to critically examine and transform the social structures in which they live. 3. Inclusive Education Models : The models focus on creating environments that accommodate and support the diverse needs of all learners. In a full inclusion model, students with diverse needs, including those with disabilities, are educated in general education classrooms alongside their peers without disabilities. The goal is to provide a truly inclusive environment where all students can participate in the same curriculum and activities.

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In a partial inclusion model, students with diverse needs spend most of their time in general education classrooms but may receive additional support or services outside the classroom. This approach allows for flexibility in meeting individual students' needs while maintaining a connection to the general education setting. There should be a collaboration between a general education teacher and a special education teacher or other specialists. They work together in the same classroom, sharing responsibilities for planning, instruction, and assessment. 4. Psychological Theories: Psychoanalytic Theory (Sigmund Freud): Freud's psychoanalytic theory suggests that unconscious conflicts and desires influence behavior. It consists of three components: the id (primitive instincts), the ego (conscious awareness), and the superego (moral constraints). Freud also introduced concepts such as defense mechanisms and the stages of psychosexual development. Behavioral Theories: Classical Conditioning (Ivan Pavlov): Classical conditioning involves learning through association. Pavlov's famous experiment with dogs demonstrated that a neutral stimulus (bell) paired with a naturally occurring stimulus (food) could elicit a learned response (salivation). Operant Conditioning (B.F. Skinner)

Skinner's operant conditioning focuses on how behavior is strengthened or weakened by consequences. Positive reinforcement, negative reinforcement, punishment, and extinction are key concepts in this theory.

3.0 METHODOLOGY: Developing a methodology for enhancing inclusivity for children with physical disabilities involves outlining the systematic approach you will take to implement and evaluate your action plan . Here is a step-by-step guide to creating a methodology for your action plan: 3.1 . Needs Assessment : The aim is to identify the specific needs and challenges faced by children with physical disabilities in the target community or educational setting. Conduct surveys, interviews, or focus group discussions with parents, teachers, and children to gather insights. 3.2 Methods Study Design : It is an exploratory study to compare the academic performance of students with a known learning disability with their peers. Examination data related to five progress test sittings conducted over a period of two years for undergraduate dental students was collated. Tests numbered ADK15 and 16 were conducted in the 2022-23 academic year, while Tests 17, 18, and 19 were conducted in 2022-23 academic year. Each progress test was based on 100 single best answer multiple choice items. The students selected their answer from one of five options or could choose a ‘Don’t Know’ (DK) option. A score 1 mark was awarded for each correct answer; minus 0.25 for an incorrect answer and zero for ‘Don’t Know’. All tests were conducted on paper. Several adjustments were made for students with LDs including: provision of a separate room for each student; non-medical support staff who also functioned as note-takers and readers; questions printed on a cream colour paper; and allowing extra 20 minutes with additional rest breaks of up to 20 minutes to complete each test. 3.3 Setting: The study was done at mukuruweni district which has five different public schools Participants: The study population consisted of four cohorts of students. The 2018-12 and 2012-13 cohorts were enrolled on a four-year BDS programme and sat two progress tests in each academic year. The 2011-12 cohort graduated after ADK16, so there is only data available for their performance

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in ADK15 and ADK16. The 2012-13 cohort sat ADK15, 16, 17, and 19. The students in 2013-2014 and 2014-2015 cohorts were enrolled on a five-year programme and sat three tests in 2015-16 due to a change in frequency of progress tests from two to three in 2015-16. 3.4 Data Analysis With regards to disability, the students were categorized as follows:  No known disability  A specific learning disability  Non-specific learning disabilities ADK was treated as a repeated measures variable, and the outcome variable of interest was percentage score on the ADK. All statistics were computed using SPSS Version was used to depict differences in percentage ADK scores. 3.5 Results The sample size of students consisted of 250 students with 137 females and 113 males. The distribution of sample across four cohorts is depicted in Table 1. Homogeneity assumptions were met in all cases (Mauchly’s and Levene’s tests as appropriate). 1 Distribution of students with and without disability Cohort Disability Status Sample Sizes (N) ADK15 ADK16 ADK17 ADK18 ADK19 2019 No Known Disability 66 66 -- -- -- Specific LD 4 4 -- -- -- Non- Specific LD 2 2 -- -- -- 2020 No Known Disability 53 54 56 -- 56 Specific LD 3 3 3 -- 3 Non- Specific LD 3 3 3 -- 3 2021 No Known Disability 56 57 57 57 57

Specific LD 5 5 5 5 5 Non- Specific LD -- -- -- -- -- 2022 No Known Disability -- -- 48 48 48 Specific LD -- -- 5 5 5 Non- Specific LD -- -- 1 1 1 With regards to the academic background of the participants, all students in the 2019 and 2020 cohorts were graduates. The students in the 2021 cohort consisted of 53 direct school leavers and 8 students; the latter included 2students with specific LDs. The 1415 cohort included 45 direct school leavers and10 graduates. However, there were no graduates with any type of LDs in this cohort. Due to the structure of the programme and its assessments (detailed in the methods) there were some ADK tests which were not sat by some cohorts. To overcome this, the results were analyses in four separate ANOVAs (one for each cohort), thus factoring out Cohort as a source of variability.

Figure 1 Mean scores by cohort, ADK test, and Disability Research finding This study compared the academic performance of students with disability with their peers in secondary school. The results of this exploratory study show that the academic performance of students with disability was at slightly low with their peers and any differences were non-significant. A longitudinal study on students reported that students with disability perform poorly in written assessments such as extended matching questions (EMQ), short answer question (SAQ) compared to their peers.23 However,

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these differences are mainly observed in earlier years of the programme and may be partly due to delayed adjustment to in schools or implementation of assessment concessions such as allowing extra time. Another study on students in years 1 and 2 did not report any effect of LDs on examination results based on the scores of written assessments (EMQs, MCQs, SAQs) and Objective structured clinical examinations. 24 However, students with LDs may find clinical environments particularly challenging which may affect their performance.7,8 In any case, academic and clinical tutors require a greater awareness and preparedness to meet the needs of students with LDsand design their learning resources to be more inclusive from the outset. Although the students with disability were a small group in each cohort, our approach to data analyses allowed clear identification of the effects of each factor and provides an easily interpretable, exploratory, analysis of these effects. The assumptions of the analysis were met by the data though it is acknowledged that deviations from these assumptions may be more difficult to detect with small sample sizes.Are generally considered more robust to differences in sample size than possible alternative analyses.The proportions of students with and without a disability was similar across cohorts and tests, so the variation in sample size was not confounded with other factors. Conclusion:

This action research project aims to enhance the inclusivity of the classroom and improve teaching practices to meet the diverse needs of students. By implementing research-based strategies and reflecting on their impact, we can strive towards a more inclusive and effective educational environment. This is the first study to address a topic which has not been investigated in dental education research and explores the academic performance of dental students with a diagnosis of LDs. The findings give reassurance to all stakeholders that students with LDs are not disadvantaged in knowledge-based assessments and that Peninsula dental school is meeting its legal obligations. The data shows that students with a learning disability, when assessed using the same tests of applied dental knowledge as their peers with no disability, perform at a similar level. However, these findings may be limited to the study population only. Further research is required to explore how generalisable these findings are, as well as assess academic, clinical and behavioural attributes of students with LDs Recommendations  Visual cues such as schedules or cue cards can let students know what is coming up, and how they should move from one activity to another.Visual cards can also aid learning.They can help students better understand and retain information  Students who find moving from one activity to another challenging will be better prepared if they are aware that it’s coming up. Provide reminders about upcoming transitions, such as visual supports, countdown timers or regular reminders

 Consider providing effective, actionable feedback immediately when students are learning a task or behaviour. This is a form of Positive Behaviour Support , and can be gradually reduced as they become more independent  Opportunity to express their preferences, opinions and emotions, make choices, and direct their own learning, is important for all school students, including those with disability.  Promote peer interaction and group activities  incorporating group activities, students have the opportunity to develop social skills such as communication, teamwork, and leadership while also building positive relationships with their peers.  Conducting a thorough assessment of the current infrastructure and facilities to identify barriers for children with physical disabilities.  Implement universal design principles in the construction and modification of classrooms, playgrounds, restrooms, and common areas to ensure they are accessible to all children.  Install ramps, elevators, and accessible pathways to enable easy mobility. Provide adjustable desks and chairs to accommodate different physical abilities.  Ensure that classrooms are spacious enough for maneuverability, and that seating arrangements allow for inclusive participation. Invest in and integrate assistive technologies to support children with physical disabilities in their learning activities.  Design and build inclusive playgrounds that cater to a variety of physical abilities. Create specialized learning spaces equipped with resources that support different learning styles and physical abilities.

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 Ensure that mainstream technologies are designed to be inclusive, considering the needs of all students.  Explore technologies that allow for customization and personalization to cater to the individualized needs of children with physical disabilities.  Foster an environment where technology adapts to the child's abilities rather than expecting the child to adapt to the technology.

Action Research project[1]

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