Developing Effective Instructional Strategies for Teaching in Inclusive Classrooms.

Abstract

AbstractThe skills for effective teaching wer e investigated among elemen-tary teachers working in inclusive classr ooms to determinewhether the appearance of OconstructivistO skills ar e independentof, or follow from the mastery of teaching behaviors that ar e mor etransmissive in natur e. The data wer e extracted from theClassr oom Observation Scale (COS) (Stanovich, 1994; Stanovich& Jor dan, 1998) based on half-day observations of 63 teachers.Using a canonical discriminant functions analysis, a set of COSitems distinguishing effective from less effective teachers was iden -tified. The sequence of instructional practices appears to be cumu -lative rather than differ entiated. Patterns of teaching behaviourswer e consistent acr oss the range of students in the classr ooms, withsome evidence that academically Oat riskO students received lessteacher attention and differ entiated instruction than students withand without disabilities.Inclusion is now the recommended service delivery policy in most educa -tional jurisdictions in Canada. Furthermore, a growing body of researchevidence speaks in favour of an inclusive approach to the education of students27Exceptionality Education Canada2007, Vol. 17, No. 1, pp. 27-52

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