Research project keynote

STRATEGIES USED TO PROMOTE SELF AWARENESS

Brittany DyerSED 699

University of Southern MaineSpring 2013

Monday, April 29, 2013

PURPOSE

Students I have talked to do not know their disability.

Self awareness is important because it creates good self advocates.

Before the project, I knew that self awareness, self determination, and self advocacy are related.

I wanted to know if teachers and alumni think that students are self aware of their disability, and what strategies teachers are using to promote self awareness

Intended Audience: special education and regular education teachers, administration, and service providers.

I hoped to discover new strategies I can use in my classroom and have a collection of teachers’ ideas.


RESEARCH QUESTION

What strategies are teachers at a rural high school using to help students with exceptionalities be self aware of their

disability?


SETTING AND SAMPLE

Setting: rural high school in Maine. The school holds grades 8-12, but the study is based on high school, which is grades 9-12.

Sample:

81 9th-12th grade regular education and special education teachers

7 alumni


DATA COLLECTION TOOLS

teacher survey (yes and no questions, likert scale questions, and open-ended questions)

alumni survey (yes and no questions, likert scale questions, and open-ended questions)

teacher interview (with extra questions for special education teachers)

alumni interview


DATA COLLECTION

Teacher surveys and consent forms were turned into my staff mailbox. Alumni surveys and consent forms were mailed to teacher’s school mailbox.

Validity: given to all teachers (both special ed and regular ed)

All teachers who marked consent for interviews on their consent forms were contacted by email for interview.

Surveys were immediately separated from consent forms when received.


DATA ANNALYSIS

Surveys:

Quantitative data (yes and no, and likert scale questions): Surveys were separated in piles one question at a time. A chart was created and answers were indicated with tallies.

Qualitative data (open ended questions): Data was put into a chart with two columns. In one column, the answers were written word for word, and the other column was left blank for notes and coding.

Interviews:

Interviews were scribed word-for-word into one column, with a second column left blank for note taking. Important quotes were highlighted. Separate document was created for coding, in which data was organized by question for themes.


RESULTSTeacher Survey: 16 participants (19.75%) 9 regular ed.

and 7 special ed.Teacher Interview: 6 participants, 3 regular ed. and 3

special ed.Alumni Survey: 3 participants (42.86%)

Alumni Interview: 1 participant


TEACHER SURVEY RESULTS

Question Said Yes Said No Other Answer

I know what self awareness is in terms of students with disabilities.

Total: 14Reg Ed: 7Sped: 7


Self Awareness is part of my curriculum.



1 circled both (Reg ed)1 wrote “N/A” (Sp.ed)

Self Awareness is part of my formal and informational conversations with students.



Question 1 Disagree 2 Slightly Disagree

3 Neutral 4 Slightly Agree

5 Agree NS Not Sure

In general, the students I work with know their disability.

Total: 1Red Ed:0Sped: 1






I think it is important that students I work with know their disability.




In general, the students I work with know their own strengths and weaknesses.





1 circled 3 and 4 (Sped)

I think it is important for the students I work with to know their own strengths and weaknesses.




Definition of Self Awareness: •8 teachers mentioned strengths and weaknesses•5 teachers mentioned knowing one’s own disability

Strategies:•threat scales•projects•10 things you want your teacher to know about you•autobiographical projects (CD of songs about student)•research about disability•pointing out when a student is successful with a task •pointing out when a student is having difficulty with a task•discussing strengths and weaknesses at IEP meetings

•informal conversations with class•conversations with individual students•reviewing IEPs with students •encouraging students to self advocate•differentiate•disability unit•use of popular culture depicting people with disabilities and discussing validity •Read books with characters with disability or “flaws” and how they overcome obstacles. •explaining to students why they are learning what they are learning


TEACHER INTERVIEW RESULTS: THEMES

Disabilities: •Aspergers, Autism, ADHD, LD, TBI and ED

Definition of self awareness: •4/6 said strengths and weaknesses. •One regular ed. teacher never heard the term•“Understanding their own limitations. Them being able to recognize situations that they know they are going to struggle in, but also being able to recognize those skills they have learned to be able to get through those situations.”

Who is responsible for teaching it?: •4 mentioned case managers, 3 special ed. staff, 3 parents, 2 regular ed. teachers.

Have you ever asked students if they know their disability?•4/6 said “no”

Is self awareness important to curriculum?•All teachers agree it is important. •However, they feel that it is not important in regular education, that it does not need to be direct, and that they need more understanding of the term.


Professional Development: •1/6 have had professional development in self awareness•“I think the school could stand, and I have talked to different people about this, some more special ed training. Because we, I mean there is so much knowledge that really isn’t there.”

Discussions about Disabilities: • 2 out of 6 do not have whole classroom discussions. •All 6 have individual conversations with students.

Goals about Self Awareness/Advocacy: •All special ed. teachers said “yes”

Projects about IEP?• All special ed. teachers said “no”

Strategies: •pointing out when a student succeeds at a task. •creating a coat of arms, which includes students strengths and weakness•creating a song playlist about their lives •addressing weaknesses and practicing (ex: reading)•employability unit

Self Awareness Unit?: • All said “no”

Other Strategies?•“I guess it’s mostly when I turn it back on myself, when I am not being afraid to fail at something in front of them”


ALUMNI SURVEY RESULTS

Question Yes No

I have a disability.

3

I received special education services in school.

3

I know what disability I have.

2 1

I know what the physical, mental, emotional characteristics of my disability are.

2 1

Question 1 Disagree 2 Slightly Disagree

3 Neutral 4 Slightly Agree 5 Agree N/S Not Sure

My case manager talked to me about my disability.

1 2

Another special education teacher talked to me about my disability

1 2

My regular education teacher talked to me about my disability.

1 2

I had a clear understa-nding of what my disability is

2 1

I know my strengths and weaknes-ses as a learner.

1 1 1


Definition of self awareness: • 2/3 mentioned strengths and weaknesses• “Self awareness is to understand your own strengths and weaknesses, and how to overcome the latter. To be self aware, you must understand that while your disability isn’t your fault, you must learn to work hard to both make up for your disabilities and help others help you. To be self aware is to not be ashamed of yourself, no matter how much the world may want you to be.” Another student said, “I don’t know”.


ALUMNI INTERVIEW RESULTS

Do you know your disability?:•no

Did you have special ed. services in high school?: •“I don’t know”

Who talked to students about their disability?:•teacher

Classroom discussions?:•yes•didn’t participate

What can teachers do to make sure kids are self aware?: •“tell them more”


FINDINGS AND CONCLUSIONS

Teachers think that self awareness is important.

Students tend to know what their disabilities are, but not all know what they mean.

Teachers are talking to their students about self awareness.

Teachers are assigning work and projects promoting self awareness.

Teachers want and need more education on self awareness.


IMPLICATIONS

Suggestions: • Ask students about their disability more often. • Students should participate more in goal and IEP writing. • more group discussions• more professional development for teachers

Further Research:•more student interviews• compare school districts on how they are educating their staff• observe classes


QUESTIONS?


Research project keynote

Documents

red ed

strategies teachers

regular education teachers

regular edall teachers

teachers schoolmailbox

self determination

self aware of theirdisability

good self advocates