RTL2 Assessment 2

Literature Review
Inclusive Education for Student Learning

Sub-topic: How does inclusive education impact student learning

Data collection method: Observation

Part A- Literature Review

Introduction
Inclusive education is characterised by allowing teachers to cater to specific learner needs, whilst
avoiding marginalisation through varied treatment within the classroom (Florian, 2014). Inclusive
education is applied in many different schools in many different ways. Through scientific research
of current literature surrounding this issue, three main themes were identified and will be the focus
areas of this literature review. The classroom setting has proven to influence the effectiveness of
inclusive education in student learning. Teacher pedagogy and implementation of differentiation
also impacts inclusive education. The language used by educational staff and the language
permitted in classrooms also affects inclusive education. Based on the literature, future
recommendations will be detailed at the end of the literature review about how to implement
inclusive education to positively impact student learning. The themes identified in the literature will
inform the action research and data collection protocols below.

Classroom setting
Setting up classrooms that promote inclusive education is important in effective learning for all.
Positive correlations have been made between supportive classroom environments and learning
motivation, academic attitudes, self-efficacy, emotions and achievement (Danielsen, Wiium,
Wilhelmsen & Wold, 2010; Eccles & Roeser, 2011; Gherasim, Butnaru & Mairen, 2012). Inclusive
classroom environments involve positive student-teacher relationships, peer relationships,
academic support and goal structure (Wentzel, Battle, Russell & Lonney, 2010). Although there
are many factors that influence supportive learning environments, for the purposes of this literature
review, student-teacher and student-student relationships will be the focus. Florian (2014) found
creating supportive classroom environments that facilitate access to learning for all students
improves student learning.
Student-teacher relationships significantly influence a student’s social, emotional, behavioural and
academic development (McGrath & Bergen, 2014; Sointu, Savolainen, Lappalainen & Lambert,
2017). In the literature it is deemed the teacher’s responsibility to foster strong, positive
relationships with their students. This can be done through facilitating appropriate social
opportunities and promoting positive peer relationships (Farmer, McAuliffe Lines & Hamm, 2011).
Social and peer relationship building activities include collaborative research and small group
activities. Meaningful student-teacher relationships show positive correlation between behavioural
and emotional stability, which in turn positively affects academic achievement (Sointu, Savolainen,
Lappalainen & Lambert, 2017). Feedback is another way teachers can develop the student-
teacher relationship. Feedback is sometimes given in relation to the person, for example, “You did
so well!” Or feedback is given about the process, for example, “You listened so well!” Studies have
shown that negative feedback that directly addresses the student, negatively influences student-
teacher relationships (Skipper & Douglas, 2015). Hence, more constructive feedback should be
given in relation to the process rather than the actual student to ensure the student-teacher
relationship remains strong. It is the teacher’s responsibility to provide and maintain a safe and
supportive space for learning.

Peer influence plays a significant role in creating a supportive learning environment. Second to the
teacher, the students have the greatest impact on the inclusivity of the classroom environment.
Acceptance or rejection in peer groups are key indicators of how the school experience will be
perceived overall by students (You, 2011). Peer acceptance, collaboration and relationships with
high achieving peers have positive impacts on student engagement and academic achievement
(Gherasim, Butnaru & Mairen, 2012). Support from peers within the classroom can increase
educational motivation and enhance a student’s ability to realise the importance of academic
success (You, 2011). Teachers must realise the importance of building positive student-teacher
relationships and promoting strong student-student relationships in order to create and maintain a
safe, supportive and inclusive classroom setting conducive to student learning.
Differentiation
The NSW Education Standards Authority (2018) defines differentiation as the targeted process of
recognising students as individual learners with varying needs and preferences and programming
according to these needs and preferences. Differentiation requires the teacher to develop learning
activities that cater to a diverse range of learning needs/preferences and provides choice for
students to make positive decisions in their own learning (Florian, 2014). Teaching practice that
strives for inclusivity should empower students to make decisions in their own learning based on
their own needs, preferences, interests and talents (Deunk, Smale-Jacobse, de Boer, Doolard &
Bosker, 2018). The literature has found that differentiation is most effective when embedded into
practice across a broad educational context (Deunk, Smale-Jacobse, de Boer, Doolard & Bosker,
2018). Florian (2014) states that teachers should take a flexible approach to learning and activities
should be developed to suit the needs of the learners. Research has found that academic
engagement and achievement improves significantly based on teacher instruction (Gherasim,
Butnaru & Mairen, 2012). Differentiation allows inclusive education through varied teaching
strategies and programming to suit learner needs to ensure effective student learning.

Language
The language used amongst staff and students affects the success of implementing inclusive
education strategies. One example of how language can negatively affect inclusive education is
through ability grouping (Florian, 2014). Ability grouping can negatively affect inclusive education
efforts as it limits students to the level they are expected to achieve and only recognises particular
academic strengths rather than the combination of strengths each student has (Krishnan, 2016). In
contrast, language that presents individual strengths and talents can be used as an effective
inclusive education tool in positive student learning (Florian, 2014). Language that empowers
students by allowing them to make educational decisions and positioning difficult learning activities
as something they can accomplish has shown to be effective in inclusive education (Florian, 2014;
Krishnan, 2016). Language is a very important tool that has a significant impact on inclusive
education and effective student learning.

Recommendations for the future

Based on the literature surrounding the impact inclusive education has on student learning
through classroom settings, differentiation and language, future recommendations on research
and practice have been compiled. Future recommendations in practice include creating supportive
learning environments, implementing differentiation in classrooms and using positive and inclusive
language. Future recommendations in research include investigating how inclusive education
strategies impact student learning in classroom-based, qualitative action research.
Creating supportive environments through engaging in positive student-teacher and peer
relationships has shown to be an effective inclusive education tool in successful student learning.
The literature supports the idea of the teacher being responsible in maintaining their own
relationships with students whilst also facilitating peer relationships within their classroom. These
relationships must be developed through positive and constructive feedback, collaborative learning
tasks and social/emotional development strategies. Differentiation must be implemented to cater
to different learning needs within the classroom. Differentiation can be implemented in a variety of
ways such as varied learning activities, explicit instruction, teacher modeling, individual verbal aid,
enlarged text and/or different coloured paper. Language can make or break inclusive education
efforts. Positive, inclusive language that empowers and uplifts students should be used in
instruction and feedback.

More research into how these inclusive educational tools can be best utilised to ensure effective
student learning is vital. More qualitative data concerning these issues must be obtained to define
best practice when implementing inclusive educational strategies, such as creating supportive
learning environments, differentiation and language. And more action research needs to be done
to obtain more accurate data about how these strategies are implemented into classrooms and
their success.

Word count: 1,168 words

Part B- Data Collection Protocol
Consent Form

Dear Potential Participant,

I am working on a project titled Inclusive Education for Student Learning 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.

Our topic revolves around the greater concept of inclusive education promotion in diverse secondary
classrooms. The information that will be gathered will focus on these three themes: classroom setting,
differentiation and language. The data collected will be in the form of observations of a class in two separate
periods with a two-week rest period in between. Names of students, the grade/ class and the school will all be
kept confidential, however, the observations and findings from the data collection will be submitted to the
university.

By signing this form, I acknowledge that:

 I understand the project information 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 being observed in two of my classes/ my child being observed in two classes for the benefit
of the research
 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: __________________________________
 Inclusive Education for Student Learning

Day: Time: Teacher:

Implication on
Field Notes Codes Categories Themes Student
Learning

Classroom
setting

Differentiation

Language

Other
Part C- Data Collection Protocol Explanation
Observation and field notes were used during this data collection process in order to obtain
qualitative data pertaining to the impact inclusive education has on student learning. This data
collection method was chosen because it aligns with the methods employed in the literature
(Danielsen, Wiium, Wilhelmsen & Wold, 2010; Eccles & Roeser, 2011; Gherasim, Butnaru &
Mairen, 2012). This data is to be collected for one Year 9 class on two separate observation days.
These observation days will be held in the same period and on the same day of the fortnight cycle
that the school operates on, to reduce variables that may affect the data e.g. time of day or day of
the week. Therefore, the observation days will take place two weeks apart.

A conceptual analysis will be employed to code field notes so they can be categorised according
to which theme they best align with. Coding will be utilised to identify key ideas of extensive field
notes that relate effectively with the predetermined themes. Coding is an efficient means of
organising data so it can be effectively analysed to generate accurate results and insightful
recommendations can be made (Basit, 2010).

The grounded theory method will be employed to ensure deviant observations are not overlooked
and are taken in to account (Life, 1994). This avoids biases that are evident in a lot of other
qualitative data samples, such as explicitly rejecting results that go against the theoretical
argument (Life, 1994). This is evident in the above data collection protocol in the ‘Other’ section of
the field notes where any other observations that do not fit with the predetermined themes can be
noted. This may allow the researcher to generate influence on inclusive education other than the
predetermined themes of classroom setting, differentiation and language.

Other measures to prevent or minimise bias will be taken, including the researcher not being
previously affiliated with the class being investigated. This will ensure the researcher takes all
observations into account and their previous experience with the class, the teacher or even
individual students will not cause bias and, therefore, inaccurate results. The purpose of the
research will be clearly defined to the participants and their parents/guardians; however, the
specific themes being explored will not be made explicit.
Ethical considerations will also be made, such as confidentiality/privacy. The participants will not
be names, the class will not be identified and the school at which the research takes place will not
be published. Another ethical consideration will be to distribute consent forms before the research
takes place. This allows participants and their guardians to be fully away of the purpose, structure
and intent of the data collection. If someone does not want to participate and/or their guardian
does not want them to participate, this must be respected and not lead to any penalties. Another
ethical consideration would be to respect a participant’s wishes if they would like to discontinue
their involvement in the study. Whether this is at the start, in the middle or towards the end of data
collection, their unwillingness to participate must be respected and obeyed.

Word count: 513 words (inclusive of in-text referencing)

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