General Education Teachers on Effective Writing Strategies in Inclusive Education: A Phenomenological Study

AUTHOR(S)

JOCELYN TACLA-ANDREWS, PhD Cand

ABSTRACT

— This study aimed to investigate the lived experiences of general education teachers who teach students with special needs in writing in the United States of America. The study employed a phenomenological, qualitative methodological approach. The study included ten coparticipants, all of whom have a Bachelor of Secondary Education degree with a specialization in English. These individuals have a minimum of five years of teaching experience. This study explored the attributes and sources of self-efficacy in the inclusive setting, specifically emphasizing enactive mastery experience, vicarious experience, social persuasions, and physiological/affective states. Additionally, it highlighted the actions taken by the co-participants to resolve their problems, along with the learners’ motivation and engagement. The aim of the phenomenological qualitative technique was to collect crucial data from the ten General Education teachers through a thorough interview. The data were collected and presented using descriptive analysis. From the collection of data, the following themes were generated: (1) Educator-based Effective Writing (2) Achieving Mastery Through Active Practices(3) Positive Role Models Exude Confidence In Students’ Abilities, (4) Utilizing Evaluations to Exhibit Learning (5) The Power of Encouragement, (6) Overcome Writing Anxiety: Healthy Writing Management,(7)Predicament in Inclusive Education, (8) General Education Teachers as Classroom Changers, (9) Learners’ Affective, Behavioral, & Cognitive Engagement, (10) Extrinsically And Intrinsically Motivation of Learning. These characteristics of participants’ perspectives characterized certain perceptions and lived experiences during inclusive classes. Participants in inclusive settings managed obstacles by establishing rules, teaching writing skills, and providing tutoring. High self-efficacy was achieved when elements like mastery experience, vicarious experience, social/verbal persuasion, and physiological/affective states were present. High academic engagement was evident, driven by extrinsic motivations like rewards and recognition. It is recommended that teachers expand the strategy’s assessment phase and include coping mechanisms for stress and anxiety while implementing effective writing in the classroom. To assist them in generating fresh and creative ideas, educators are advised to take advantage of the educational tools available today. Educational technologies like NoredInk, Eduprotocol, Common lit, computer programs, etc., may be used to accomplish this purpose. Teachers are encouraged to continue using innovative methods and approaches to classroom management that foster positive feelings in an inclusive classroom. It is advised that teachers participate in comprehensive training workshops on effective writing strategies, special education strategies (accommodation/modification of the lessons), and activities that benefit the class. The quality of self-efficacy elements is related to academic Motivation and engagement. Appropriate writing abilities and knowledge are developed via this instruction. Implement the DFEIW Model (Definitive Factors for Effective-Inclusive Writing). Additional research may also be undertaken, including route analysis incorporating these tactics with academic accomplishment, higher-order thinking abilities, and whole-brain thinking. Keywords — Effective Writing Strategies, Inclusion, Self-Efficacy, Special Education,General Education