1. How is inclusion implemented in third- to sixth-grade classrooms?
a. What are the characteristics of third- to sixth-grade inclusion classrooms?
b. What are the characteristics of regular and special education teachers’ caseloads and schedules?
2. How do regular and special education teachers provide instructional support for SWDs in inclusion classes?
3. What are regular and special education teachers’ experiences in meeting the instructional needs of SWDs in varied inclusion classes?
• Reflect on the choice of interviewing as the data collection method for addressing your proposed study. Why might you choose interviewing over other qualitative data collection techniques (e.g., focus groups, observational data collection)?
Basic Information
Grade level & subject
Reg Ed: Classes & number of students
Special Ed: # of students in caseload
Years of experience
See attachment/(s) Daily Schedule
1. What type of inclusion service delivery model is provided in your school? (i.e. full inclusion with a full-time collab, inclusion w/ part-time collab, w/ pull-out or push-in, etc.)
2. Ratio of SWDs to SWoDs: For each inclusion class, how many students have IEPs? How many do not have IEPs?
3. For each inclusion class, what are the different disabilities that your students have? How did you learn about their disabilities and their needs?
•Identify one or more possible ethical considerations given the types of questions you would like to ask. For example, if you are asking someone to reflect on his or her experience as a drug addict, perhaps that person will reveal stories about hurting loved ones or breaking the law. How might you handle this?
