Collaborative Teaching and Data Collection in the Inclusive Classroom: Utilizing the Activity Matrix
Date of Award
Spring 5-6-2022
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Shirley Johnson
Keywords
Collaboration, Data Collection, Assessment, Inclusion, Transdisciplinary Approach, Activity Matrix
Abstract
Educators first began to focus on the impact of inclusive teaching practices with the passing of the Education for All Handicap Children Act 1975 law (Public Law 94-142), now known as the Individuals with Disabilities Act (IDEA). Inclusive practices have come a long way, but can still vary from district to district. It is easy to claim to have an inclusive classroom, but it takes collaboration, communication, shared responsibility and shared data collection to truly include students of all learning abilities in the classroom. The focus of this project is to show how teams can work together to support an inclusive classroom. Staff should share a common goal of supporting all learners by utilizing the activity matrix and daily data collection. The activity matrix ensures learning objectives are targeted with fidelity throughout natural routines in the day. A universal data collection sheet is paired with the activity matrix for quick and easy data collection. All results should be communicated between staff members at the weekly team meeting to adjust levels of support. This model will help teams move from functioning as a multidisciplinary team and independent units to functioning as a transdisciplinary team, a cohesive unit.
Transdisciplinary approaches are considered a best practice in the field of early childhood. King et al. (2009) defines transdisciplinary services as, “the sharing of roles across disciplinary boundaries so that communication, interactions, and cooperation are maximized among team members (Davies, 2007; Johnson et al., 1994).” The activity matrix integrates Individualized Education Plan (IEP) objectives into the child’s natural routine and allows all adults in the classroom to have a role in helping the child become successful in the classroom. The shared data collection encourages all staff to share information and track progress. Both the activity matrix and shared data collection encourage inclusive education and transdisciplinary teams.
Recommended Citation
Cota, Jamie L., "Collaborative Teaching and Data Collection in the Inclusive Classroom: Utilizing the Activity Matrix" (2022). Dissertations, Theses, and Projects. 693.
https://red.mnstate.edu/thesis/693