Lessons From Research for Implementing An Instructional Accommodations Model in Secondary Inclusion

Scanlon, David; Nannemann, Allison C.; Baker, Diana

doi:10.18666/ldmj-2021-v26-i1-10407

Cited by 3 publications

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“…At the time of the study, I was a doctoral candidate with previous research experience and a certified teacher of students with visual impairments with 10 years’ experience working with adolescents with visual impairments. Some of my previous research experience involved work with the SSA with students with high-incidence disabilities (see Scanlon et al, 2021), including using the SRSD model (Graham & Harris, 1993) for strategy instruction and conducting and analyzing the interviews, JrMAI (Sperling et al, 2002), and teacher surveys used in the present study. I was aware that my previous experience with this line of research created the potential for bias during analysis of data for this study.…”

Section: Methodsmentioning

confidence: 99%

The Student Self-Accommodation Strategy for Students With Visual Impairments

Nannemann

2021

Journal of Visual Impairment & Blindness

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Introduction Accommodations are essential for the successful participation of individuals with visual impairments in post-secondary education and employment. Passive experiences with accommodations in school, plus a complex advocacy process warrant the need to support students to engage in the accommodations process. Methods Four high school students with visual impairments were taught the Student Self-Accommodation Strategy. A parallel multiple-case design was used to determine how and how well the participants learned and used the strategy and to investigate their development of metacognitive knowledge and self-regulated learning (SRL) skills. Results The participants all learned the strategy to varying extents. The cross-case analysis revealed that recall and understanding the purpose of the strategy supported strategy performance but were not associated with in-class use of the strategy. Additionally, participants did not experience changes with metacognition or SRL; however, they did demonstrate metacognitive knowledge on multiple data sources, with few demonstrations of SRL. Discussion Findings indicate that the Student Self-Accommodation Strategy is accessible to students with visual impairments. Three factors seemed to be associated with the learning and use of the strategy: verbal and reasoning skills, achievement, and emotional-behavioral regulation. Metacognition and SRL can positively affect students with visual impairments. Implications Future work with the Student Self-Accommodation Strategy should incorporate in-class strategy coaching and an explicit investigation of the factors that seemed to influence strategy learning and performance. Research and practice should give greater attention to metacognition and SRL for students with visual impairments.

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Section: Methodsmentioning

confidence: 99%

The Student Self-Accommodation Strategy for Students With Visual Impairments

Nannemann

2021

Journal of Visual Impairment & Blindness

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“…Strategy instruction in the SSA also addresses accommodations knowledge and benefits. Students with high-incidence disabilities improved their strategic use of accommodations by learning and using the SSA (Scanlon, Nannemann, & Baker, 2021).…”

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Accommodations Knowledge and Practice for Students With Visual Impairments

Nannemann

2021

Journal of Visual Impairment & Blindness

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Introduction Classroom accommodations are a primary means of supporting the appropriate education for students with disabilities. Student involvement in the accommodation process is valuable. Therefore, we need to teach students to be knowledgeable and strategic regarding their accommodations. Methods Four high school students with visual impairments were taught the Student Self-Accommodation Strategy (SSA). A comparative case studies approach within a sequential explanatory design was used to investigate their accommodations knowledge and practices. Results Participants improved or maintained accommodations knowledge. Their most-used types of accommodations were access accommodations and accommodations for content support. Three of the participants increased advocacy after strategy instruction. The participants’ accommodation practices were influenced by emotional-behavioral regulation, independence, and teacher involvement. Discussion Findings from this study relate to existing literature on accommodations support, teacher involvement in the accommodations process, instruction in accommodations advocacy, and the relationship between accommodations and emotional-behavioral dysregulation. Implications Findings emphasize the need to be explicit about the accommodations available to students with visual impairments and the need for strategy instruction in the SSA to address emotional-behavioral dysregulation.

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Teacher Leadership

Hughes

Passmore

Maggin

2022

Handbook of Research on the Educator Continuum and Development of Teachers

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The development of special education teacher leaders has been a challenge in part due to difficulties in retaining special educators in the field. Special educators report several reasons for leaving the profession including not having opportunities for individual development and lacking influence. This high level of special educator turnover impacts the development of special education teacher leadership, given that many leave before they are fully established. In this chapter, the authors highlight what was learned from a series of research studies that focused on gaining an understanding of special education teacher leadership in schools. The authors also outline the findings from discussions with special educators at different stages of their careers regarding their aspirations and ways to support their career development in relation to teacher leadership. The chapter concludes by discussing some professional development opportunities that the authors have engaged in with special educators to develop leadership skills and experiences.

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Lessons From Research for Implementing An Instructional Accommodations Model in Secondary Inclusion

Cited by 3 publications

References 0 publications

The Student Self-Accommodation Strategy for Students With Visual Impairments

The Student Self-Accommodation Strategy for Students With Visual Impairments

Accommodations Knowledge and Practice for Students With Visual Impairments

Teacher Leadership

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