Part 1: Literature Review

Teacher strategies that successfully create an inclusive classroom

Introduction

Inclusive education (IE) is not a new discourse in Australian education.

During the last four decades, Australia has continuously moved toward the

achievement of inclusive education. DfEE (Department for Employment and

Education) defined inclusion as full participation of all pupils in the curriculum and

social life of mainstream schools (as cited in Hodkinson and Vickerman, 2016); the

participation of all pupils in learning which leads to the highest possible level of

achievement. Moreover, regarding inclusion, Braunsteiner and Mariano-Lapidus

(2014) argued that inclusion was the "fundamental right of all children and adults to

fully participate, and contribute in all aspects of life and culture, without restriction or

threat of marginalization" (Braunsteiner & Mariano-Lapidus, 2014). This paper will

look at strategies to be implemented by teachers that promote both educational and

social inclusion for students.

Differentiated instruction

A large number of researches have shown that in the 21st century,

differentiated instruction has become an effective and fundamental strategy for

teachers to achieve inclusive classroom (Levy, 2008; Carlson, Hemmings and Wurf,

2012). The term “differentiated instruction” was first coined as a teaching practice by

Tomlinson. Tomlinson (2014) defined differentiated instruction as an educational

methodology in which teachers observe and understand students’ differences and

similarities and then use the information to modify content, process and product that

would respond to all individual students’ learning needs and to maximise their
learning opportunities.

Many researchers agree on the significance of differentiated instruction in

terms of catering for students’ learning needs. For example, Stavroula, Leonidas and

Mary (2011) investigated the effect of differentiated instruction on achieving full

inclusion of students in classrooms. They compared thirteen schools, with 14 classes

receiving differentiated instructions while the other 10 classes did not. Their finding

illustrated that in a mix-ability class, students’ needs were better catered for in the

classrooms in which differentiated instructions were implemented. This was reflected

on the positive impact on students’ participation in class activities and their better

academic performance. Their finding is consistent with that of Muthomi and Mbugua

(2014), who compared the effectiveness of differentiated instruction in improving

students’ learning, which was measured by pre-test and post-test against a control

group. Their findings showed that the implementation of differentiated instructions

caters for all students’ diverse needs; students were more participative in class and

they achieved higher grade in tests.

There are, however, advocates such as Thakur (2014) who supported the

notion that differentiated instructions removed the orthodox teaching style; teaching

to the class in the same manner. It addresses the learning needs of all students,

including those who are gifted and talented and the ones at risk. Bellamy (2005)

critically pointed out that the idea of differentiated instructions failed to reach gifted

and talented students in the class. In her research, she found out that gifted and

talented students were often disengaged and unmotivated in class. She ascribes the

cause to teachers’ persistent obligation to raise the standard of low ability students,

which results in gifted and talented students lacking support and assistance from the

teachers when they are within their zone of proximal development. Moreover,
researchers such as Eke and Idika (2017) and Stavroula, Leonidas and Mary (2011)

cast a doubt on the idea that adequate implementation of differentiated instructions in

a real classroom. Their research findings pointed out that teachers, especially less

experienced teachers, do not have confidence or required knowledge to achieve

instructional differentiation. Thus, Eke and Idiaka, and Stavroula et al suggested that

additional training and support should be provided to teachers to ensure that they have

the skills and knowledge to implement differentiated instruction.

Technology

Apart from differentiated instruction, ICT has also played a critical role in

fostering inclusion. Researches regarding how technology promote inclusion focus

more on inclusivity of students with learning disabilities. For example, Carlson,

Hemmings and Wurf (2012) stated that technology does not only promote

participation of developing students, it also increases and improves the inclusivity of

students with learning disabilities.

In 2006, Forlin and Lock investigated four distinctive high schools in Western

Australia. The purpose of the research was to identify how teachers use technology to

cater for students’ diverse needs. Their finding illustrated that the use of a variety of

ICT, such as laptops can support students’ participation by meeting their individual

needs, including students with learning disabilities. This point of view is underpinned

by Harris’ statement. Harris (as cited in Forlin and Lock, 2006) asserted that students,

especially students with disabilities, can benefit from the use of ICT. The laptops can

improve the participation from the students with disabilities, increase their motivation

and class participation.

Moreover, McKnight, O’Malley, Ruzic, Horsley, Franey and Bassett (2016)

found out that with the implementation of ICT in the classroom, teachers can modify

their instructions to meet a wider range of learning needs, including the students with

learning disabilities. Their finding is consistent with Brändström (2011), who

conducted a qualitative study which consisted of interviewing eight secondary

teachers via either phone or email. The finding showed that all participants agree that

the use of the Internet can increase the engagement of students with learning disability.

Moreover, students, especially those with severe learning disabilities, can also

be socially included in the classroom by assistive technology. Assistive technology

support students with physical, mental and developmental disabilities, to learn in a

way which allows them to achieve the same level as their peers (Ahmad, 2015).”

Owuor, Larkan, Kayabu, Fitzgerald, Sheaf, Dinsmore, McConkey, Clarke and

MacLachlan (2018) used both qualitative and quantitative methods in investigating

the effects of assistive technology on social inclusion for people with intellectual

disability. Owuor et al. found that use of assistive technology can promote and

enhance interpersonal relationships and participation for people with intellectual

disabilities. In a mainstream classroom context, it means that students with

intellectual disability will be able to get involved in the learning as their peers by the

assistance provided by the mentioned technology. This finding is consistent with

Balme (2005), who found that assistive technology has a positive impact on students’

self-esteem and peer acceptance for students with disabilities.

On the other hand, Balme (2015) also pointed out that only students’ learning

needs can determine what kind of assistive technology to be incorporated in the

classroom. He also criticised that in a real classroom situation, teachers are reluctant

to use technology due to lack of appropriate knowledge and expertise.

Conclusion

In conclusion, this action-research project in respect of the teacher strategies to

create inclusion reveals how differentiated instruction and ICT are used in a

classroom to promote inclusion and what types of technology are chosen by the

teacher.

Part 2: Data Collection Protocol

Field notes will be used in one-hour lesson. Field notes summarise the
implementation of differentiated strategies and ICT within the lesson. A sample
template was created, and it was modified based on the example provided by Silver
(2011).

Observation Protocol
Name of Course: ___________Class/Period Observed: _________
Lesson Topic: ________ ___________
Student Demographics:
Total number of students in class ________ Males ____ Females ___
Students with special needs _____ Talented and gifted students_____

Seating arrangement
 Class Layout – Differentiated strategy
Time Classroom activity Differentiated Technology used Student
strategy used participation

Other comments

Focus of field notes will be on the teacher’s implementation of differentiated

instruction and ICT in each lesson.
Recommendations of what to record in field notes:
1. Identify individual student’s learning ability
2. Note when and how teacher uses differentiated instruction
3. Note how each identifiable group of students respond to the implementation of
differentiated instruction
4. Note when and how teacher uses technology
5. Note students’ response to use of technology

The space for other comments is left for any other strategies that teacher implements
to achieve full inclusion.
Teachers will be observed twice a week, at different times and lesson periods. It
ensures the size of the samples is big enough to provide diverse qualitative finding.

te

Dear Potential Participant:

I am working on a project titled teacher strategies that successfully create an inclusive classroom
for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of
the project, I am collecting information to help inform the design of a teacher research proposal.
My project involves what strategies teachers are using in the class and how these strategies
achieve full inclusion of students in class. The data will be collected through class observations.
By signing this form, I acknowledge that:

● I have read the project and have been given the opportunity to discuss the information and
my involvement in the project with the researcher/s.
● The procedures required for the project and the time involved have been explained to me,
and any questions I have about the project have been answered to my satisfaction.
● I consent to be observed.
● I understand that my involvement is confidential and that the information gained during
this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
● I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.
By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university
student who is 17 years old.
Signed: __________________________________

Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years
old, and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
Part 3: Data collection explanation
The data collection protocol uses a qualitative approach through class observations. One
experienced teacher will be recruited in the research. A total of four lessons (two lessons a
week and four lessons fortnight) of the teacher will be observed. The lessons to be observed
will be chosen from different classes at different lesson periods. Observation data collection
approach has a number of advantages. It allows researchers to look at who interacts with
whom, understand how participants interact with each other, and check for how much time is
spend on different activities (SCHMUCK, 2006). Moreover, observation data collection
method is considered to provide researchers with a more holistic understanding of the context
and phenomenon under study (DeWalt and DeWalt, as cited in Kawulich, 2005).
Field notes will be taken for data collection during the classroom observations. Taking fields
notes enhances data as well as provide rich context for analysis (Creswell, as cited in Philippi
and Lauderdale, 2018). Merriam’s description of a field note (as cited in Kawulich, 2012) is
used as a guidance when designing the field notes template. For example, the space for a map
of the setting helps researcher remember how the setting looks like when analyse the data at a
later time. Use of time intervals helps researches to identify how much time is spent on
various activities as well as the frequency of use of differentiated instructions and technology
by the participant. Classroom activity column is designed for researchers to record the activity
and events that are happening in the class.
In terms of ethical consideration of the research, the purpose of the research will be explicitly
communicated to the teacher who is going to be observed. Field notes will be taken publicly
to reinforce that what the research doing is collecting data for research purpose (DeWalt,
DeWalt and Wayland, as cited in Kawulich 2005). In addition, participant’s identity will be
anonymous. Prior to the observation, consent form will be provided to the teacher will be
participating in the research project.
This subtopic focuses on the type of teaching strategy teacher uses to achieve inclusion in a
classroom. Within the overarching topic, my other group members focus on the effect of
inclusive education on students’ learning, effect of teaching practices on inclusive education
and the factors of educational policies that promote or hinder inclusive education in the
classrooms respectively. This subtopic provides insight of types of effective teaching
strategies that are used to achieve inclusion in the classroom as well as the challenges teachers
confront with using the strategies.

Reference for literature review, data collection protocol and explanation

Ahmad, F, K. (2015). Use of assistive technology in inclusive education: making

room for diverse learning needs. Transience, 6(2), 62-77. Retrieved from:

https://www2.hu-berlin.de/transcience/Vol6_No2_62_77.pdf

Brändström. C (2011). Using the internet in education- strengths and weaknesses A

 qualitative study of teachers’ opinions on the use of the internet in planning

and instruction. Retrieved from:

http://www.diva-portal.org/smash/get/diva2:438827/FULLTEXT01.pdf

Bellmay, L. (2005). A critical analysis of how differentiation can promote the full

inclusion of three gifted and talented students in a mixed-ability, Year 9 class

studying Macbeth. English Teaching: Practice and Critique, 4(2), 72-83.

Retrieved from: https://files.eric.ed.gov/fulltext/EJ847253.pdf

Balme, L. (2015). Adaptive technology in special education: how does it help our

students? Education masters. Retrieved from:

https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1312&context=educatio

n_ETD_masters

Braunsteiner, M, L., & Mariano-Lapidus, S, M. (2014). A Perspective of Inclusion:

Challenges for the Future. Global Education Review, 1(1), 32-43. Retrieved

from: https://files.eric.ed.gov/fulltext/EJ1055217.pdf

Carlson, L., Hemmings, B., Wurf, G., & Reupert, A. (2012). The instructional

strategies and attitudes of effective inclusive teachers. Special Education

Perspectives, 21, 7–20. Retrieved from:

https://researchoutput.csu.edu.au/ws/portalfiles/portal/8841015/PID40243man

uscript.pdf

Forlin, C., & Lock, G. (2006). Employing Technologies to Engage Students with

Diverse Needs in Rural School Communities. Australian Journal of Teaching

Education, 31(1), Retrieved from:

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1369&context=ajte
Hodkinson, A., & Vickerman, P. (2016). Inclusion: defining definitions. In Z. Brown

(Ed.), Inclusive Education Perspectives on people policy and practice (pp. 26-

31). New York, Routledge.

Kawulich, B, B. (2005). Participant Observation as a Data Collection Method. Forum:

Qualitative social research, 6(2). Retrieved from:

http://www.qualitative-research.net/index.php/fqs/article/view/466/996#g5

Kawulich, B, B. (2012). Collecting data through observation. In C. Wagner; B.

Kawulich, & M. Garner (Ed.), Doing social research: a global context (pp.

150-160). US: McGraw Hill.

Idika, D, O., & Eke, V, U. (2017). Assessment of teachers’ knowledge and

application of differential assessment techniques in all inclusive classroom in

universities in south-south zone, Nigeria. Global Journal of educational

research, 16, 1-8. Retrieved from:

https://www.ajol.info/index.php/gjedr/article/view/156219

Levy., H, M. (2008). Meeting the needs of all students through differentiated

instruction: helping every child reach and exceed standards. Cleaning House,

81(4), 161-164. Retrieved from:

http://www.wou.edu/~tbolsta/web/texbook/24_Meeting_the_Needs.pdf

McKnight, K., O’ Malley, K., Ruzic, R., Horsley, M, K., Franey, J, J., & Bassett, K.

(2016). Teaching in a digital age: how educators use technology improve

student learning. Journal of Research on technology in education, 48(3), 194-

211. Retrieved from

https://www.tandfonline.com/doi/pdf/10.1080/15391523.2016.1175856?need
 Access=true

Muthomi, M, W., & Mbugua, Z, K. (2014). Effectiveness of differentiated instruction

on secondary school students’ achievement in mathematics. International

Journal of Applied Science and Technology, 4(1). 116-122. Retrieved from:

http://www.ijastnet.com/journals/Vol_4_No_1_January_2014/12.pdf

Owuor, J., Larkan, F., Kayabu, B., Fitgerald, G., Sheaf, G., Dinsmore, J., McConkey,

R., Clarke, M., MacLachlan, M. (2018). Does assistive technology contribute

to social inclusion for people with intellectual disability? A systematic review

protocol. BMJ Journal, 8(2). Retrieved from:

https://bmjopen.bmj.com/content/8/2/e017533.long

Phillippi, J., & Lauderdale, J. (2018). A guide to field notes for qualitative research:

context and conversation. Qualitative Health Research, 28(3), 381-388.

Retrieved from:

http://journals.sagepub.com/doi/pdf/10.1177/1049732317697102

Schmuck, R, A. (2006). Practical action research for change: research methods:

procedures, instruments, special issue and ethics. Retrieved from source:

https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1661607

Silver, R. E. (2011). Classroom observation procedures and fieldnote template (OER

40/12 RS). Singapore: National Institute of Education. Retrieved from:

https://repository.nie.edu.sg/bitstream/10497/17725/1/Classroom_observation_pro

cedure_wFN_a.pdf

Stavroula, V, A., Leonidas, K., & Mary, K. (2011, January). Investigating the impact

of differentiated instruction in mixed ability classroom: it’s impact on the

 quality and equity dimensions of education effectiveness. Paper presented at

the International Congress for school effectiveness and improvement

Tomlinson, C. A. (2014). Differentiated Classroom: Responding to the Needs of All

Learners. Retrieved from:

https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1709534

Thakur, K. (2014). Differentiated instruction in the inclusive classroom. Research

Journal of Educational Sciences, 2(7), 10-14. Retrieved from:

http://www.isca.in/EDU_SCI/Archive/v2/i7/2.%20ISCA-RJEduS-2014-

025.pdf