**3. Case study of an inclusive classroom**

One method to gain information on the value of an inclusive classroom for the emotionally disturbed or "troubling student" is the opportunity to observe it in action within an inclusive environment. A strength of utilizing a case study method involves the use of multiple sources and techniques in the data gathering process [12]. Through this field research method, my questions could be addressed through documents and artifacts, participant observation, impromptu conversations and interviews of the teacher in the inclusive classroom. After securing access to the elementary school, the principal recommended a primary classroom that included several students labeled as Emotionally Disturbed (ED) based on their special educational designation. The principal shared the teacher had expressed frustrations with the class on numerous occasions and the teacher welcomed the opportunity to have an outside perspective.

An inclusion model for educating students with special needs was adopted in a Midwest, PreK-5 elementary school. The previous special education arrangement in this particular building was a case by case placement that included a segregated multiple handicapped resource classroom. Students were mainstreamed, only included during specific time periods based on their individual skills, and it was determined by the special education teacher when the student was "developmentally ready" to attend their designated class or not. The inclusion model that was adopted involved the elimination of the traditional multiple handicapped, selfcontained classroom and integrating all students with disabilities, intellectual and emotional, into their same age peer classrooms. As the new model for inclusion was accepted at this elementary, there were lingering fears and doubts from parents and teachers that it would be successful.

#### **3.1 Case study approach**

This project can be best described as an observational case study because: (1) the major data-gathering technique used was participant observation, supplemented with more in depth interviews; (2) the focus of the study was on a particular group; and (3) the focus of the study included the interactions of the students and the teacher-student relationships. In particular, I focused primarily on the group of people, the teacher and the students, who were typically present in the room each day [13]. Bogdan and Biklen believe that, "a good physical setting to study is one that the same people use in a recurring way" [13].

#### **3.2 The first grade classroom**

Over a span of 3 months in the spring, observations were made in the case study classroom. The first grade classroom at this inclusive elementary was the locale for

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1

**Table 1.**

Teacher and student names are pseudonyms.

IEP for emotional disturbances

**Joey Billy**

**Beth Sam**

IEP for oppositional defiant disorder and other health

Brain damage, extreme violent outbursts, unpredictable

Defiant, irritable and depressed, resistant, combative, argumentative, home life reported as disrupted

*Obstacles to Inclusion: One Early Childhood Inclusive Teacher's Perspective*

cated as "troubling" included the following (see **Table 1**).

the observations and interviews, which comprised of 26 students and one classroom

Over the course of the observations, several informal conversations and interviews were conducted. Mrs. Bradwell had no specific formal training or education in teaching students with disabilities or behavior challenges. The children she indi-

The initial first few weeks of data-gathering were primarily centered on observations. Rapport was established with the students and the classroom teacher and I was viewed as a support staff or learning teacher in the classroom. The students recognized my note taking and they are used to many preservice teachers coming in the environment based on a local university partnership. Observations notes were written either as they were happening or immediately following the interaction. Attempts were made to record direct quotes by participants and in the event that I did not capture the entirety of the direct quote, I summarized what I had heard. Detailed notes and records were kept throughout the 3 months, and for a period of 10 days the behaviors of the "troubling students" indicated by the teacher were

Throughout the 3 months of collecting data utilizing the observational methods,

I encouraged the teacher to elaborate on topics and issues that she initiated and I followed up with more in-depth questions as I sought to more fully understand her

No IEP

sensitive

Defiant, hyperactive, refusal to participate

Hyperactive, inability to focus, depressive,

and physically hurtful to others

IEP for learning disabilities

informal conversations with the teacher took place to engage on a deeper, more personal level. Notes were taken during these informal conversations and on two occasions we engaged in a formal interview process of audio recording my questions and the teacher responses. There was not a structured guide of interview questions for the interviews as I tried to maintain the fidelity of research methods by allowing the teacher to direct the content of the interview and side conversations. Detailed, descriptive questions are "inconsistent with the emergent nature of qualitative research in general and grounded theory methods in particular" [12]. The primary question asked to guide the inquiry focused on her feelings about the inclusive

, had 22 years of teaching experience.

*DOI: http://dx.doi.org/10.5772/intechopen.80982*

teacher. The female teacher, Mrs. Bradwell1

**3.3 Observations**

**3.4 Interviews**

environment.

impairment

*Student descriptions.*

recorded in detail to be analyzed.

#### *Obstacles to Inclusion: One Early Childhood Inclusive Teacher's Perspective DOI: http://dx.doi.org/10.5772/intechopen.80982*

the observations and interviews, which comprised of 26 students and one classroom teacher. The female teacher, Mrs. Bradwell1 , had 22 years of teaching experience. Over the course of the observations, several informal conversations and interviews were conducted. Mrs. Bradwell had no specific formal training or education in teaching students with disabilities or behavior challenges. The children she indicated as "troubling" included the following (see **Table 1**).
