Understanding the Doctoral Research Process

Inclusion is one of the approaches used by educators in a variety of educational challenges faced by children diagnosed with one or more disabilities. The purpose of this paper is to design a research structure that will critique the effectiveness of the educational approach of inclusion as a means to address the needs of children diagnosed with autism spectrum disorder. In observing students who are a part of the inclusive environment, it is evident that they benefit from social encounters however, in observing their academic progress, in such areas as analysis and critical thinking; it becomes clear that it is important to reevaluate the total inclusion experience. In understanding inclusion, one must become familiar with its definition. Inclusion is an educational approach whereby special need children are integrated with nondisabled children in the general education setting. In recent educational development and over the past 20 year’s inclusion as an exclusive tool for disseminating education has been called into question. As teachers face countless challenges in providing instruction to children diagnosed with autism, so do these children find it difficult to learn, to process and retain the information? In my professional experience and interactions with educators, it has been concluded that considerable work is needed in regards to reaching these students cognitively in the inclusive environment. As an experienced and veteran teacher working with special needs children, this inclusion approach has led me to rethink the way it has been defined and the way it has been employed in the general education setting. This widely used and accepted approach to educating children with disabilities, especially those children on the spectrum, does not always allow them to acquire or apply skills such as critical thinking and analysis. It has been discovered that much of the knowledge acquired derives from daily repetition.
On the same level I have also observed aspects of inclusion have been helpful in educating children on the spectrum. In reflecting on the reliability of inclusion as a classroom strategy I have noticed that the following have positively impacted student progress: professional development for teachers who work with autism spectrum disorder, access to resources both socially and academically, and the support of campus administrators and parents. Certainly, if one or more of the above mentioned was absent in the educational environment, and then the reverse would negatively impact student progress. In conclusion, the emphasis my research will be to affirm my empirical observations and offer approaches that may be used in the classroom that will enhance student progress in the inclusive setting. There remains a considerable amount of research that needs to be conducted with regards to inclusion of children on the spectrum. However, according to (Jordan, 2008), it is through understanding educators improve skills and knowledge that will enhance the education of all children, disabled and nondisabled, in the inclusive environment.

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Lindsay, S., Proulx, M., Thomson, N., & Scott, H. (2013). Educators’ challenges of including Children with autism spectrum disorder in mainstream classrooms. International Journal of Disability, Development and Education, 60, 347-362. doi: 10.1080/103491