**3.3 Observations**

*Early Childhood Education*

the literature on teachers' attitudes toward working with students with ED reveals that general education teachers frequently report a resistance to full inclusion, often not a result of rejecting students, rather from feelings of a lack of competency [10]. Several studies have determined that more positive attitudes are reported following training and the most positive attitudes toward inclusion can be found in teachers who received more education for working with students with disabilities [11]. There is a correlation between teacher attitudes and their knowledge of disabilities. Negative attitudes might exist toward students with disabilities and inclusion because the teachers do not

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

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

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

perceive that they have enough knowledge about this subject area [5, 11].

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

teachers that it would be successful.

that the same people use in a recurring way" [13].

**3.1 Case study approach**

**3.2 The first grade classroom**

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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 recorded in detail to be analyzed.
