Bridging Gaps: Collaboration, Leadership, and Technolgy for an Inclusive Special Education Future
Paul Luelmo
Articles
Research
Increasing Inclusive Practices in an Elementary School Using Transcendental Phenomenology
Jenny C. Chiappe1, Bryan E. Thornton2, and Mary A. Falvey2 1 California State University, Dominguez Hills 2 California State University, Los Angeles
Abstract: This transcendental phenomenology study examined two schools, one comprehensive elementary school and one segregated special education center, as they transitioned to become one school to create more
inclusive spaces for students with extensive support needs (i.e., intellectual and developmental disabilities). The transition occurred over a three-year period. The study used purposive sampling. Three general
education and three special education teachers and the principal completed individual interviews during Year 3 of the transition.
Classroom observations were conducted. The study used thematic analysis and revealed themes that described the school restructuring process: uncertainty during restructuring process; uncertainty around
access based on students’ abilities and activities; and perceptions of additive and subtractive lens during the restructuring process.
Implications include providing sufficient support in teacher education programs, professional development and support for teachers, administrators, parents and students.
Keywords: inclusive practices, elementary school, students with intellectual disabilities, students with extensive support needs
Facilitating Interprofessional Collaboration to Support AAC Users: A Feasibility and Impact Study
Matthew L. Love , Marcella Cardoza McCollum , and Wendy Quach
San José State University
Abstract: This study explores the efficacy and challenges of interprofessional learning opportunities for preservice special education teachers and speech-language pathologists through a novel Interprofessional Summit.
Employing a mixed-methods approach, the research examined how interdisciplinary collaboration impacts the preparation of these professionals for working with augmentative and alternative
communication (AAC) communicators in inclusive settings. Data were Full Text collected from a small convenience sample of participants at a single university, focusing on the process rather than outcomes of interprofessional
engagement. Through content and thematic analysis of summit facilitation guides, participant artifacts, and post-summit surveys, findings revealed high levels of engagement and fidelity to the summit's objectives.
Mentor feedback underscored the participants' consistent collaboration, effective problem-solving, and pragmatic considerations for AAC communicators' needs.
The study highlights the potential of interprofessional education in fostering comprehensive educational strategies that address the holistic needs of AAC communicators.
The study contributes to the dialogue on overcoming institutional and structural barriers to effective interprofessional collaboration in educator preparation programs.
Keywords: interprofessional education, augmentative and alternative communication, collaboration
Tangible Worth in Virtual Worlds: Leveraging Video Games for Play, Empowerment, and Community
Louise M. Yoho
Southern Illinois University, Carbondale
Abstract: Video games have become a mainstream form of entertainment that are played regularly by many around the world, including a large number of youth with disabilities (YwD).
Video games’ popular presence in our society has created exciting new opportunities for student learning that educators who work with YwD can leverage for both skill acquisition and increased social interactions.
This is especially true given that screens have become one of the most consistent and accessible ways of maintaining human contact, despite physical distances, since the onset of the COVID-19 pandemic and the isolation
that accompanied it. This paper is specifically focused on the video game play of transition-aged YwD, and the social skill, leisure play, and social connection benefits that exist for them when engaging in game play in
virtual spaces. The benefits of including video game play in transition planning and recommendations for educators who wish to incorporate it into their practice are included.
Keywords: Youth with disabilities, transition, video games, virtual spaces, social connections, gaming communities
Using Virtual Reality to Train Teacher Candidates in Classroom Management
Chelsea Marelle1, Clarie Donehower2, Sara Hansen2, Andrew Roach2, Lauren Boden2, and Emily Tanner21 University of North Georgia
2 Georgia State University
Abstract: This study used a multiple baseline across behaviors design to analyze the effects of didactic training plus simulated rehearsal and feedback on a preservice teacher’s implementation of behavior management
skills (i.e., opportunities to respond, behavior specific praise, token reward system) with students with autism spectrum disorders (ASD). Results indicate a functional relation between the intervention package and
increased Full Text teacher performance across all three behavior management skills. Participants reported positive perceptions and experiences of the use of simulated classroom environments like TeachLivETM as a training
component. Implications for future research and practice are provided.
