Wondering/Inquiry:

How can I integrate the differing needs of all of my students so that everyone receives an

equitable education in an inclusive classroom?

Describe the context of your work: details about your field experience school, classroom &
students that are relevant to your inquiry.

Currently, I am interning in an inclusive first grade classroom. There are resource

teachers and aids that come in and out of the classroom on a daily basis to work with the students

with disabilities. The classroom is arranged in a way that is most beneficial to the students with

IEPs. They are seated around peers that they interact well with, and are given the same

opportunities as their peers to succeed academically. The school overall is a Title 1 elementary

school with a very high demographic of Hispanic students, which translates into a high level of

ELLs. There are five students in my classroom that receive additional support from the ESE

specialist, and two other students are in the process of being tested to qualify for the additional

support. The academic levels of the students in my classroom range from beginning kindergarten

to third grade based on iready diagnostic testing that they recently completed. I will have many

opportunities to talk with the ESE Specialist as she comes in the classroom every day during

math time.

Include data/literature/course connections you collected in Level 2, if applicable, that helps

to support why you chose this question. Also, connect with school/classroom improvement
goals and/or standards.

“Since 1975, federal law has mandated that students with disabilities be educated in the

least restrictive environment” (McLeskey, Walkdron, & Redd, p. 59, 2014). This quote from an

article that I collected as data towards my wondering confirms the increasing need for inclusive

classrooms, as they are the least restrictive environment for students with disabilities. In
inclusive classrooms, students are able to interact with students without disabilities, and gain

exposure to general education curriculum. A large part of my inquiry involves leveled- groups to

provide differentiated instruction to students that meet their varied level of rigor. Kauffman et al.

states, “Diversity of instructional needs requires diversity in instructional groups” (2005, p. 2). I

also plan on doing a lot of observations and collecting a lot of data about how the planning for

these leveled groups is created. The school improvement plan for my current field placement has

3 goals on their school improvement plan which all include the concept of differentiating

instruction for students. The detail of using formative assessments and teachers receiving

coaching on how to differentiate learning tasks is also mentioned. The goals for my current field

placement align perfectly with what the goal of my wondering is as well.

Clearly articulate why you chose this topic area/wondering. State why the area of inquiry
(wondering) is important for student learning and continued professional growth.

I chose this wondering as a continuation from last semester, as the topic interests me and

I have the opportunity to learn and research more differentiation in an inclusive classroom being

that I am still interning in an inclusive classroom. My wondering is important for student

learning and continued professional growth because it is becoming the “norm” for students with

special needs to be integrated into general education classrooms. Seeing how all students needs

are met in an inclusive classroom prepares me for when I have my own classroom oneday and

exceptional students are brought into my own classroom. This inquiry that I am doing is

beneficial for both the students to receive an equitable education, as well as for me to know how

to best meet their needs in the general education classroom.

 References

Kauffman, J.M, Landrum, T.J.,Mock, D.R., Sayeski, B., SayeskiK. L. (2005). Diverse

Knowledge and Skills Require a Diversity of Instructional Groups. Remedial and Special

Education, 26(1), 2-6

McLeskey, J., Waldron, N.L., Redd, L. (2012). A Case Study of a Highly Effective, Inclusive

Elementary School. The Journal of Special Education 2014, Vol. 48(1) 59–70