Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Over the years, increasing numbers of schools have adopted inclusive education policies. Classroom teachers are responsible for providing support for all students including those with disabilities within their classrooms. However, there is a lack of classroom-level empirical evidence on effective inclusive teaching practices and their relationship to growth in student outcomes over the course of time. The main purposes of this study were to 1) examine the relationships between teachers' perceptions of inclusion and their teaching practices including adaptive teaching practices and 2) to explore the impact of each of these factors on student outcomes. The sample were 180 students in 15 grade 3 and 5 inclusive classrooms from English speaking schools in the Greater Region of Montreal, Quebec. Multiple forms of data including standardized student assessments, classroom observations and surveys provided triangulation of data. Results of partial correlations indicate that there is a relationship between teachers' perceptions of inclusion and their classroom teaching practices. Furthermore, Hierarchical Linear Modelling (HLM) analyses of the data suggested that classroom-level shared variance in several student outcome variables including both reading attainment and social-emotional domains were predicted by teachers' practices and attitudes towards inclusion after controlling for pre-test and grade levels. The attitudes, practices and student outcomes model describes both student-level and distinct classroom-level variance in reading fluency and social inclusion patterns. No significant findings for impact of associations between teachers' general and adapted practices and their attitudes towards inclusion on students with special needs were found. On the other hand, students with reading difficulties reported less incidents of verbal bullying victimization in classrooms of teachers with higher student engagement and predominant teaching styles. Limitations are discussed in light of general conceptual and methodological issues regarding inclusive education research. Implications of this study have the potential to shed light on the nature and quality of teacher training and support in inclusive education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.023 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it