Running Head: BEST PRACTICE SUPPORT SYSTEMS FOR TEACHERS & PARENTS

Best Practice Support Systems for Teachers & Parents of Students with Disabilities Rikki Mayer Franklin University of New England

Author Note Rikki Mayer Franklin is an independent consultant with teaching experience as a Special Education teacher at the middle and junior high levels. She is certified and highly qualified in the State of Texas to teach K-12 Special Education, 4-8 General Education, and 4-8 ESL. This research is being conducted as part of a MSEd program in Inclusion Education from the University of New England. Correspondence may be sent to rikkimayerfranklin@gmail.com

BEST PRACTICE SUPPORT SYSTEMS FOR TEACHERS & PARENTS

Abstract With 2014 quickly approaching and accountability standards increasing per No Child Left Behind, there are escalating pressures for all students (with the exception of 3%) to be on or above grade level regardless of functional performance ability. As a result, inclusive classrooms are designed to not only ensure inclusiveness for all, but to help students with disabilities progress at a faster pace. Students, teachers, and parents feel the stress that this accountability system has presented. The researcher surveyed parents and teachers to see if a support system outside of the school environment would be beneficial to student success. An online space was created based on survey responses where both parents and teachers would be comfortable sharing concerns and suggestions. Quantifying this study and its success is an ongoing process. Keywords: NCLB, IDEA, teachers, parents, accountability, inclusion

Table of Contents

BEST PRACTICE SUPPORT SYSTEMS FOR TEACHERS & PARENTS

Introduction Primary Research Questions Hypothesis Literature Review Methodology Table A Data Collection Matrix Data Collection Plan Sample Selection Instruments Results Findings Tables B.1 B.10 Surveys of Teachers & Parents Discussions Limitations of Study Further Research

5 6 6 6 10 10 10 11 11 12 12 12 17 17 18

Action Plan

BEST PRACTICE SUPPORT SYSTEMS FOR TEACHERS & PARENTS

Table C Action Plan Conclusions References Appendices Appendix I Teacher Survey Appendix II Parent Survey (without definitions) Appendix III Parent Survey (with definitions) Appendix IV Teacher Email Appendix V Parent Email Appendix VI Expanded Parent Email Appendix VII Email to Forum Contacts

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26 28 30 32 33 34 35

Best Practice Support Systems for Teachers & Parents of Students with Disabilities

BEST PRACTICE SUPPORT SYSTEMS FOR TEACHERS & PARENTS

Introduction Presently many inclusion classes, those that include students with disabilities in the general education classroom, represent a model where there is one lead (content) teacher and an inclusion (special education) teacher that provides support dictated by the students' Individualized Education Programs (IEPs) in the class. In the world of high-stakes testing and accountability, how do we as educators to ensure that the student's individual needs are being met, educational gaps are being filled; while at the same time presenting them with the rigorous grade-level content that needs to be mastered? What type of support do both educators and parents need to improve the success rate of students with disabilities in an inclusive setting? "(Kennedy, 1997) argues that one of the aims of research is to increase certainty by creating predictability within the classroom, because 'Routines increase predictability and decrease anxiety for both teachers and students'" (p.6) (Mills, 2011, p. 11). Today's inclusion classroom, unless highly structured with a great deal of prior planning, organization, and communication between co-teachers, as well as between teachers and parents can be chaotic and counter-productive. Failure cannot be the option for the future leaders of our nation; all leaders, those with and without disabilities. According to No Child Left Behind (NCLB), all students (with the exception of 3%) must be on or above grade level by 2014 (Hulett, 2009). Our educational system is getting there slowly, but surely. However, in the process teachers and parents are often confused about what is truly in their student or child's best interest assistance or independence, empathy or tough love, modifications or general curriculum, modified or regular assessments?

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IEP meetings are designed to address the individual child's needs, regardless of class, school, or district agendas. However the reality of today's school system is that we need to take school and district numbers into account when making decisions regarding high states testing and accountability. Primary Research Questions Do parents need support outside of the school environment to help their child with disabilities be successful in an inclusive setting? Do teachers need support outside of the school environment to help their students with disabilities be successful in an inclusive setting? What will it take for all students to be on or above grade level by 2014? How will a support system for parents and teachers outside of the school environment help inclusion students 'fill the gaps' necessary for achievement? How can parents and teachers ensure that both IEP requirements and NCLB mandates are met simultaneously and seamlessly? Hypothesis A neutral, non-biased, safe, support system outside of the school environment can assist both teachers and parents with the resources they need to help their student and/or child with disabilities be successful in an inclusive setting. Literature Review In order to determine the most appropriate support systems for both teachers and parents of students with disabilities in inclusive settings, it is critical to get a handle on the legal, social, and emotional issues surrounding the issues that need to be supported. During preliminary research, the literature supports advantages, disadvantages, confusion, stress, and hypocrisy

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surrounding the implementation and required standards of No Child Left Behind (NCLB) especially in connection with the Individuals with Disabilities in Education Improvement Act (IDEIA). In addition, research also supports the necessity for collaboration amongst teachers and between teachers and parents to achieve student success. (Allbritten, et al, 2004) questions the pros and cons of NCLB and whether or not we are "putting the cart before the horse" (p.159), and emphasizing that as Adequate Yearly Progress (AYP) moves forward teachers are not prepared. This article is a terrific example of the paradox our educational system is in today. The Center for Applied Special Technology (CAST) has designed, developed and continues to train teachers in Universal Design for Learning (UDL) in an attempt to level the playing field and make the curriculum accessible for all students (CAST, 2002-2011). UDL suggests that "multiple means of representation, expression, and engagement" (CAST, 2002-2011) will achieve this goal. (Elledge, et al 2009) outlines the Department of Education's guidelines regarding the 1% and 2% rules outlined in NCLB. The report describes in detail how a student may or may not qualify and the implications for schools and districts in regards to AYP. The majority of the data is pre-2008. As 2014 swiftly approaches and the pressures of meeting 100%, or 97%, increase, additional data is needed to analyze progress and the guidelines of the 1% and 2% rules. (Hindin, 2010) describes that "in order to find ways to foster parent involvement, some researchers have examined the effectiveness of providing professional development and support for practicing teachers and families to increase communication and sharing between the home and school (Comer & Haynes, 1991; Dauber & Espstein, 1993; Epstein, 1994; Hoover-Dempsey,

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Walker, Jones, & Reed, 2002; Krol-Sinclair, Hindin, Emig, & McClure, 2003; Paratore, Hindin, Krol-Sinclair, & Dran, 1999)" (p.74). In addition to parent involvement, teachers must collaborate in ways that challenge their strategies, lessons, methodology, etc. in order to teach in ways that reach all students and help them succeed. (Friend, 2008) states that "this rather complex provision of NCLB (AYP) is directly affecting co-teaching" (p.39). Marilyn Friend also describes collaboration as a "style" of teaching and describes 6 ways that teachers can collaborate to achieve student outcomes. Several suggestions and resources are provided to help teachers be successful in their collaboration. (Marion, et al 2002) describe in detail the rationale, advantages, and consequences of AYP and how to implement the system at the local level. This article was published by the Department of Education as one of several final reports on issues surrounding NCLB. This report specifically discusses the inclusion of all students in accountability with special attention to low income students in Title 1 schools. Now, 10 years later other concerns (such as budget cuts) must be taken into consideration as accountability becomes more critical. With the enormous task facing educators regarding how to teach the individual child and meet the demands of the federal, state, and local mandates, Stetson & Associates, Inc. has created professional development programs as well as the "Inclusive Schools Network" in order to provide support to districts as they implement inclusion (Stetson & Associates, Inc.). (Weishaar, 2007) provides thorough explanations of the legal aspects of both IDEA and NCLB. In addition, the case studies provided entice the reader to analyze how the mandates

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compliment and conflict with each other and how to deal with this in real-word scenarios such as IEP meetings. (Weiss, et al 2009) describe the advantages and complexities of family involvement with emphasis on families with low socioeconomic status. They "have organized the research into three general areas: studies of things that parents do through their parenting practices, studies of things that parents and schools do together, and things that parents, schools, and studies of other complementary learning supports do that enable childrens development, academic achievement, and school success" (p.18). At this point, the literature suggests conflict within the system, but the mandates and accountability are not going away. So, the question remains what do we do to ensure individual student success (beyond annual assessment) and still meet the requirements of AYP by 2014? Since the literature also confirms the necessity of teacher collaboration and parental involvement, how can the two groups support each other through this process?

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Methodology Table A Data Collection Matrix Research Questions Do parents need support outside of the school environment to help their child with disabilities be successful in an inclusive setting? Do teachers need support outside of the school environment to help their students with disabilities be successful in an inclusive setting? What will it take for all students to be on or above grade level by 2014? How will a support system for parents and teachers outside of the school environment help inclusion students 'fill the gaps' necessary for achievement? How can parents and teachers ensure that both IEP requirements and NCLB mandates are met simultaneously and seamlessly? Source 1 Online/webbased survey tools Online/webbased survey tools Literature Review Literature Review Source 2 Questionnaire Source 3 Likert Scale

Questionnaire

Likert Scale

Questionnaire Questionnaire

Likert Scale Likert Scale

Literature Review

Questionnaire

Likert Scale

Data Collection Plan Finding willing participants is the greatest challenge of this study. Due to the nature of the topics being discussed, confidentiality is a priority and can be a hindrance for participation. The feedback received from anonymous surveys will determine next steps. Once it is determined whether or not a support system outside of school is of interest, and if so, what format is preferred, then the group will need to be marketed on a broader scale. Timeline is dependent on respondents' interest and responsiveness. If, and when, a group is in progress then additional questionnaires and surveys will be administered to determine what subjects the group wants on the agenda, and how the discourse will help student success.

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Sample selection Initially, survey participants included teachers and parents of students with disabilities in inclusive settings at the middle-junior high level. Once willing participants have been identified the researcher will observe teacher's classrooms and interview participants individually prior to beginning the group. Survey participants were expanded to include parents of general education students and teachers and parents at the high school level. They included nationwide personal contacts (contacted through email, Facebook, and UNE network). In addition, requests were sent to several current online groups as well as Cy-Fair Independent School District and Katy Independent School District. Instruments Data was collected from surveys created on http://www.zoomerang.com/; see Appendix I-III. Links to these surveys as well as emails referencing the surveys can be found in Appendix IV-VII. Since the reach was vast and the number of respondents, uncertain, an online/web-based survey tool (Mills, 2011, pp. 84-85) was created for ease of data collection and follow-up questions. The feedback of the participants determined whether or not a group would be created and if so, the setting. Assuming a group is formed, participants will be given a Likert Scale (Mills, 2011, p. 91) to assess the success of the group, how it can be improved, and if they wish to continue. Willing participants will also be interviewed (Mills, 2011, pp. 78-79) to get more detailed feedback as well as to determine how the group will be linked to student success.

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Results While the response to the surveys was disappointing, 6 thorough respondents provided the following information: 1. All teachers and parents of students with disabilities that participated in the survey do not believe the students will be on grade level by 2014; see Table B.2. 2. There is interest in participating in a support group; see Table B.8. 3. Participating online is the preferred method; see Table B.9. 4. Additional resources, of various types, are needed to help special needs students be successful; see Table B.7. Findings Table B.1. Inclusion Support Group Survey Teachers Question 1: How many students do you currently teach? Of those, how many have a qualifying disability for special education services? Teacher Number 1 2 3 4 10 17 124 135 Total Students 10 3 15 54 Students with Disabilities

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Table B.2 Inclusion Support Group Survey Teachers & Parents Question 2: Do you think all of your students with disabilities will be on or above grade level by 2014? Teacher Number 1 2 3 4 Parent Number 1 2 Table B.3 Inclusion Support Group Survey Teachers Question 3: How does your campus address academic achievement gaps? Teacher Number 1 Response If a student is 2 or more years below grade level they are placed in a resource class, where ideally the child's gaps are addressed. The child is also exposed to grade level content in a simplified form. Students who qualify for special education services are pulled out of class to receive focused skill work. ELA students are pulled for services and the ELA teachers co-teach with the regular classroom teachers. We also have small ability groups, usually those on the "fringe" to receive focused skill work with a reading/math specialist We don't have an official policy beyond simply providing IEPs for specialized instruction, teaching students in collaborative classes or 12 on 1, and assigning 504 plans to those students who qualify. We are a title 1 district and are receiving funding for afterschool classes and extra academic courses during the school day. Yes x x x x X (Special Needs Student) X (General Ed Student) No

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Table B.4 Inclusion Support Group Survey Teachers & Parents Question: 4: How do you measure student success? Teacher Number 1 2 Response Observations, test scores We use standardized tests such as MAPS and DRA2. We also use the Colorado State test (TCAP). Teachers also use running records and classroom assessments. My system for grading, which I believe reflects my overall educational philosophy, is based on student effort and improvement. Many ways. Improvement in writing skills, reading comprehension, contribution to class discussions, improvement in behavior, ability to attend to a task at hand, etc. Of course grades play a role in measuring success, but they don't always gage a student's abilities, and sometimes effort. Is he progressing at HIS pace? Is he happy? Well roundedness. Grades, but actions and behaviors as well.

Parent Number 1 2

Table B.5 Inclusion Support Group Survey Teachers Question 5: What does the inclusion model look like in your school? Teacher Number 1 2 3 4 Response A combination of methods A combination of methods Co-Teach (Including Team, Alternate, Station, and Parallel Teaching A combination of methods Co-Teach (Including Team, Alternate, Station, and Parallel Teaching Facilitated Support A combination of methods

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Table B.6 Inclusion Support Group Survey Teachers Question 6: If you teach an inclusion class (either as a general or special educator), how would you describe the model in your classroom? Teacher Number 1 2 Response Every classroom is different. I have worked in true co-teach environments, and I have also been an overpaid aide. I co-teach with the ELA teacher. She comes in twice a week during my reading instruction to support what I am teaching. She will sometimes create and teach a lesson on her own and I support her. I do not currently teach one, although I know in other classes in our school it seems to be the one teacher teaching and one teacher assisting model. I have six inclusion classes per day. Five of those are with the same teacher and it is pretty much a co-teaching model. I work with another teacher for one class per day and that class is more of a support model for the special education students.

Table B.7 Inclusion Support Group Survey Teachers Question 7: What supports and/or resources do you need to help your students with disabilities be successful? Teacher Number 1 2 3 4 Response Technology Training Administrative Financial Technology Training Financial Training Financial Technology Administrative Students with disabilities in my classrooms require extra materials and resources to meet their educational needs. Since I teach English, I often use supplemental materials to help students better understand the literature we cover in class.

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Table B.8 Inclusion Support Group Survey Teachers & Parents Question 8: Would you attend a support group of teachers and parents of students with disabilities? Teacher Number 1 2 3 4 Response It depends Yes Yes It depends Comments

If it truly felt like students were being supported, I would become involved. So many times these groups can become complaint sessions or opportunities for teachers or parents to talk about their needs, which I am not interested in spending time on.

Parent Number 1 2 Table B.9

It depends No

My child is not a student with a disability

Inclusion Support Group Survey Teachers & Parents Question 9: If you answered "yes" to number 8, would you prefer to meet in person or an online forum? Teacher Number 1 2 3 4 Parent Number 1 Response Online Online It doesn't matter It doesn't matter Online

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Table B.10 Inclusion Support Group Survey Teachers & Parents Question 10: If you answered "no" to number 8, why? Teacher Number 1 2 3 4 Response n/a n/a n/a If it truly felt like students were being supported, I would become involved. So many times these groups can become complaint sessions or opportunities for teachers or parents to talk about their needs, which I am not interested in spending time on. n/a My child is not a student with a disability

Parent Number 1 2

Discussions After limited response to a survey that reached teachers and parents locally and nationally through personal contacts, social networking, university connections, and requesting permission from 2 school districts, the researcher began to target online outreach groups and slightly broaden the survey to include parents of general education students as well. Within the limited feedback, it became apparent that if support groups would be of benefit, then an online forum would be most successful; see Table B.9. Limitations of Study Upon review it became apparent that some changes and inconsistencies in survey requests may have limited the study. For example, while it was the researcher's original intention to gather data from teachers and parents of students with disabilities in grades 6-8; follow-up requests included high school and parents of general education students. While the responses were anonymous, it was also fairly clear by their responses what demographic the

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respondent represented. In order to proceed with the support group, the most valuable information received was whether or not the teacher and/or parent believed their students and/or children would be on grade level by 2014; see Table B.1. An additional piece of reliable data included learning whether or not teachers and parents were interested in participating in a support group, and if so, what format; see Tables B.8 B.10? Inclusion affects all students, not just those with disabilities, and grade level is not really relevant at this stage of research. Therefore, it was determined that the data was both valid and reliable. Follow-up research on the impact of NCLB on various age groups would be of great value. Further Research Of the 2 school districts approached with the survey, only one responded and directed the researcher to the appropriate contact, after over 2 weeks and follow-up emails (see Appendix VI). Once the appropriate contact was reached a packet was emailed to the researcher that needed to be submitted a minimum of 4 weeks prior to the commencement of the research. Due to time constraints, it became apparent once again that online forums were the preferred method of communication. The next logical step was to research the online support groups and forums that already exist. Several are based in Texas, California, and Washington D.C., but have a national following. Such resources and support groups include, but are not limited to: Inclusive Schools Network. (2012). Retrieved 2012, from Inclusive Schools Network: http://blog.inclusiveschools.org/ Inclusive Schools Network is a terrific resource for both teachers and students of inclusion students. While there is not a space on the site for teachers and parents to collaborate,

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the site provides excellent, current information helpful for both groups. In addition, Stetson & Associates, the primary sponsor of the site provides thorough inclusion and co-teach training for schools internationally. Katy Autism Support. (2011). Retrieved 2012, from Katy Autism Support: www.katyautismsupport.org Katy, Texas (a suburb of Houston) is the home of Katy Autism Support which is a resource for parents of students with autism. They have an online group, Facebook presence, and monthly meetings. National Center for Learning Disabilities. (2012). LD.org. Retrieved 2012, from LD.org: www.ncld.org This national organization advocates at the national level for children and adults with disabilities and provides resources on both policy and daily living. In addition, the organization is open to all that are interested in supporting the cause (i.e. students, parents, and teachers). Blogs and archived talks allow for controlled participation. Special Needs Inclusion Project (SNIP). (2011). Retrieved 2012, from SNIPSF: www.snipsf.org "The Special Needs Inclusion Project (SNIP) provides agencies funded by the Department of Children, Youth and their Families (DCYF) with free training, resources, on-site technical assistance, and the support they need to successfully include children & youth with disabilities into their agencys programs" (Special Needs Inclusion Project (SNIP), 2011).

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Support for Families of Children with Disabilities. (2012). Retrieved 2012, from Support for Families: www.supportforfamilies.org "(SFCD) is a parent-run San Francisco-based nonprofit organization founded in 1982. We support families of children with any kind of disability or special health care need as they face challenges" (Support for Families of Children with Disabilites, 2012). Through the Looking Glass. (2012). Retrieved 2012, from Through the Looking Glass: www.lookingglass.org "(TLG) is a nationally recognized center that has pioneered research, training, and services for families in which a child, parent or grandparent has a disability or medical issue" (Through the Looking Glass, 2012). WETA. (2010). LD online: The world's leading website on learning disabilities and ADHD. Retrieved 2012, from LDonline: www.ldonline.org Their mission is "To ensure success for all individual with learning disabilities in school, at work and in life" (WETA, 2010). LDonline provides comprehensive resources for educators, parents, and children. In addition, they have a strong social media presence, as well as an online forum that is open to approved users over the age of 13.

While the organizations are all valuable in both mission and content, they tend to target either parents or teachers; few allow communication between the groups. Inclusive Schools Network (Inclusive Schools Network, 2012) has separate forums for parents and teachers, but not one where they can have a joint discourse. LDonline has a strong interactive online presence for all that are interested. Based on this, an additional research question has been added; see Table C*.

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Action Plan Table C Action Plan

Research Questions Recommended Action Yes Stakeholders Responsible Parents Students Who will monitor? Researcher/ Facilitator Timeline Resources

Do parents need support outside of the school environment to help their child with disabilities be successful in an inclusive setting? Do teachers need support outside of the school environment to help their students with disabilities be successful in an inclusive setting? What will it take for all students to be on or above grade level by 2014?

Ongoing

Inconclusive

Teachers Students

Researcher Facilitator

Ongoing

*If parents and teachers are willing to participate in a support group, will they join a group that includes both parents and teachers or are they more comfortable separating the groups? How will a support system for parents and teachers outside of the school environment help inclusion students "fill the gaps" necessary for achievement? How can parents and teachers ensure that both IEP requirements and NCLB mandates are met simultaneously and seamlessly? How will more collaboration between teachers and parents improve overall student success?

Training Technology Administrative Support Materials Communication Create and online forum for parents and teachers of students with disabilities. Survey participants for topics of interest.

Administrators Teachers Students Parents

Researcher Facilitator

Ongoing

Researcher Facilitator Teachers Parents

Researcher Facilitator

Blog and/or Forum

Teachers Parents Administrators Students

Researcher Facilitator

Ongoing

Forum Topic

Teachers Parents Administrators

Researcher Facilitator

Ongoing

Forum Topic

Teachers Parents Administrators

Researcher Facilitator

Ongoing

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Conclusions While the sample size of this study was smaller than anticipated, the quality of responses helped to determine that an online support system for both parents and teachers would be a beneficial resource to help close the gaps. Research indicated that there are online forums for parents or teachers, but few that reach both populations and encourage dialogue between the two. Overall this study is inconclusive, since more time is needed to market the forum and monitor patterns. Considering the vast outreach for participants and the small number of respondents indicates that marketing and communicating the benefits of such a group is a larger task than originally anticipated. In turn, additional research as to the benefit to the individual student as a result of this forum would bring the study full circle and help to determine its overall success. Both a blog, http://ideameetsnclb.blogspot.com/ (Franklin, IDEA Meets NCLB, 2012), and a Forum, http://www.rikkimayerfranklin.com/forum.html#/ (Franklin, Forum, 2012) have been created to support the rest of the study and begin the conversation amongst all stakeholders concerned about student success as it relates to IDEA and NCLB.

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References Allbritten, D., Mainzer, R., & Ziegler, D. (2004). Will students with disabilities be scapegoats for school failures? Educational Horizons, 82(2), 153-160. CAST. (2002-2011). CAST teaching every student. Retrieved October 2011, from CAST: http://www.cast.org/teachingeverystudent/ideas/tes/index.cfm Elledge, A., Le Floch, K. C., Taylor, J., Anderson, L., & Office of Planning, E. and P. D. (ED). (2009). State and local implementation of the No Child Left Behind Act. Volume VImplementation of the 1 percent rule and 2 percent interim policy options. US Department of Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED504210&site=ehos t-live Franklin, R. M. (2012). Forum. Retrieved 2012, from Rikki Mayer Franklin: http://www.rikkimayerfranklin.com/forum.html#/ Franklin, R. M. (2012). IDEA Meets NCLB. Retrieved 2012, from Blogspot: http://ideameetsnclb.blogspot.com/ Friend, M. (2008). Co-Teach! A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend, Inc. Hindin, A. (2010). Linking home and school: Teacher candidates beliefs and experiences. school community journal, 20(2), 73-90. Hulett, K. (2009). Legal aspects of special education. Upper Saddle River, NJ: Pearson Education, Inc. Inclusive Schools Network. (2012, March). Retrieved March 2012, from Inclusive Schools Network: http://blog.inclusiveschools.org/

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Katy Autism Support. (2011). Retrieved 2012, from Katy Autism Support: www.katyautismsupport.org Marion, S., White, C., Carlson, D., Erpenbach, W. J., Rabinowitz, S., Sheinker, J., & Council of Chief State School Officers, W. (2002). Making valid and reliable decisions in determining Adequate Yearly Progress. A paper in the series: Implementing the state accountability system requirements under the No Child Left Behind Act of 2001. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED479976&site=ehos t-live Mills, G. E. (2011). Action research: a guide for the teacher researcher (4th ed.). Boston, MA: Pearson Education, Inc. National Center for Learning Disabilities. (2012). LD.org. Retrieved 2012, from LD.org: www.ncld.org Special Needs Inclusion Project (SNIP). (2011). Retrieved 2012, from SNIPSF: www.snipsf.org Stetson & Associates, Inc. (n.d.). Retrieved from http://www.stetsonassociates.com/Default.htm Support for Families of Children with Disabilities. (2012). Retrieved 2012, from Support for Families: www.supportforfamilies.org Through the Looking Glass. (2012). Retrieved 2012, from Through the Looking Glass: www.lookingglass.org Weishaar, M. K. (2007). Case studies in special education law: No child left behind act and individuals with disabilities education and improvement act. Upper Saddle River, NJ: Pearson Education, Inc.

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Weiss, H. B., Bouffard, S. M., Bridglall, B. L., Gordon, E. W., & Columbia University, C. for E. E. (2009). Reframing family involvement in education: Supporting families to support educational equity. Equity matters. Research review No. 5. Campaign for educational equity, Teachers College, Columbia University. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED523994&site=ehos t-live WETA. (2010). LD online: The world's leading website on learning disabilities and ADHD. Retrieved 2012, from LDonline: www.ldonline.org

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Appendices Appendix I Teacher Survey Inclusion Support Group Survey-Teachers

1. How many students do you currently teach? Of those, how many have a qualifying disability for special education services?

2. Do you think all of your students with disabilities will be on or above grade level by 2014? Yes No 3. How does your campus address academic achievement gaps?

4. How do you measure student success?

5. What does the inclusion model look like in your school? Co-Teach (Including Team, Alternate, Station, and Parallel Teaching) Facilitated Support Pull-out A combination of methods We do not have inclusion on our campus.

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6. If you teach an inclusion class (either as a general or special educator), how would you describe the model in your classroom?

7. What supports and/or resources do you need to help your students with disabilities be successful? Financial Technology Training Administrative Other, please specify

8. Would you attend a support group of teachers and parents of students with disabilities? Yes No It depends 9. If you answered "yes" to number 8, would you prefer to meet in person or an online forum? In person Online It doesn't matter 10. If you answered "no" to number 8, why? Time No interest Other, please specify

Appendix II

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Parents Survey (without definitions):

Inclusion Support Group Survey - Parents

1. Do you think your child will be on or above grade level by 2014? Yes No 2. Do you feel like your child's IEP goals are addressed consistently? Yes No 3. How, as a parent, do you measure whether or not your child's IEP goals are addressed? Grades Teacher Feedback IEP Progress Reports Personal Observations Other, please specify

4. How do you measure success for your child?

5. Is the inclusion model working out for your child? Yes No My child does not participate; he/she is in self-contained classes all day. 6. Has inclusion in general education classes been more or less effective than selfcontained classes for your child? More

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Less Neither, my child has always been included in general education. Neither, my child has always been in self-contained classes. 7. What supports and/or resources do you need to help your child with disabilities be successful in the classroom?

8. Would you attend a support group of teachers and parents of students with disabilities? Yes No It depends 9. If you answered "yes" to number 8, would you prefer in person or an online forum? In person Online It doesn't matter 10. If you answered "no" to number 8, why? Time No Interest Other, please specify

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Appendix III Parent Survey (with definitions): Inclusion Support Group Survey - Parents

1. Do you think your child will be on or above grade level by 2014? Yes No 2. Do you feel like your child's IEP goals are addressed consistently? Yes No 3. How, as a parent, do you measure whether or not your child's IEP goals are addressed? Grades Teacher Feedback IEP Progress Reports Personal Observations Other, please specify

4. How do you measure success for your child?

5. Is the inclusion model (students with disabilities included in general education classroom with peers of same age) working out for your child? Yes No My child does not participate, he/she is in self-contained (a dedicated special education class with peers with disabilities) classes all day. 6.

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Has inclusion in general education classes been more or less effective than selfcontained classes for your child? More Less Neither, my child has always been included in general education. Neither, my child has always been in self-contained classes. 7. What supports and/or resources do you need to help your child with disabilities be successful in the classroom?

8. Would you attend a support group of teachers and parents of students with disabilities? Yes No It depends 9. If you answered "yes" to number 8, would you prefer in person or an online forum? In person Online It doesn't matter 10. If you answered "no" to number 8, why? Time No Interest Other, please specify

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Appendix IV - Teacher Email Dear fellow middle-high school teachers, I am working on my Action Research project and would appreciate it if you would participate in this anonymous survey. If you would like more information about the "group" referred to in the survey please email rikkimayerfranklin@gmail.com. Your participation and support is greatly appreciated. Rikki Franklin MSEd Inclusion Education candidate Survey link-teachers: http://www.zoomerang.com/Survey/WEB22EP9MA6EUC

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Appendix V - Parent Email If you are a parent of a special needs' child in middle high school, I would appreciate it if you would participate in this anonymous survey. The data will be used in my Action Research Project. If you would like more information about the support group referred to in the survey, please email rikkimayerfranklin@gmail.com. Your participation and support is greatly appreciated. Rikki Franklin MSEd Inclusion Education candidate Survey link-parents http://www.zoomerang.com/Survey/WEB22ESVYGDG4B Survey link-parents with definition of terms http://www.zoomerang.com/Survey/WEB22EVNV73QYN

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Appendix VI - Expanded Parent Email If you are a parent of a child in middle high school, I would appreciate it if you would participate in this anonymous survey. The data will be used in my Action Research Project. If you would like more information about the support group referred to in the survey, please email rikkimayerfranklin@gmail.com. Your participation and support is greatly appreciated. Rikki Franklin MSEd Inclusion Education candidate

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Appendix VII - Email to Forum Contacts I am a certified special educator and a graduate student at the University of New England studying inclusion education. I am in need of both teachers and parents of inclusion students in grades 6-8 willing to take an anonymous survey for an action research project. I have links to an anonymous, short, online survey and would greatly appreciate it if you could forward this to your membership. Teachers: http://www.zoomerang.com/Survey/WEB22EP9MA6EUC Parents: http://www.zoomerang.com/Survey/WEB22EVNV73QYN In addition, if anyone is interested in joining the support group referenced in the survey, please email me.

If you have any questions, please let me know. Thanks in advance for your help. Rikki Mayer Franklin rikkimayerfranklin@gmail.com