EPSE 598 PROPOSAL 1

Inquiry Question

How can I use SRL-promoting practices to create opportunities for autonomy and

inclusion for students with autism spectrum disorders (ASD)?
Rationale
As a natural continuation of the process that began with the supports for
professional inquiry within EPSE 565R, I plan to continue engaging within Kaser and
Halbert (2017)s spirals of inquiry in order to develop self-regulated learning (SRL)
Commented [HZ1]: I am thinking about widening the
scope of this inquiry to creating opportunities for
autonomy and inclusion for students with developmental
disabilities. In my current role as a learning support
teacher, I am supporting students with cerebral palsy,
spina bifida, as well as students with autism. I am hoping
that EPSE 575, the course on supporting students with
significant challenges, with Dr. Richard Stock, will
provide opportunities to engage in this inquiry topic with
colleagues and the instructor.

within my current teaching context. Given that my new role as a learning support teacher Commented [DB2]: Great idea!

managing the caseload of eight students with ASD varying from nonverbal to high-

functioning, I am cognizant of the significance of my inquiry question not only for my

own professional growth overall but more importantly, for my ability to create inclusive

and supportive environments for these primary students in the immediate future. As I

continue to scan my environment for opportunities for SRL for these students with

significant learning challenges, I recognize the potential for pursuing my inquiry further Commented [HZ3]: Ive created the blog,
inquiry2practice.weebly.com, and my goal is to take time
at least every two weeks to reflect on this inquiry topic
by integrating across reading and research, reflecting on practice through my inquiry and document it in this new blog.

blog, and learning from colleagues. Commented [DB4]: Terrific. The same process can
work famously in the context of the 598 project.
Background

In the SRL vignette (Butler, Schnellert, & Perry, 2016) that highlighted how

Shelley Moore co-constructed a social story with Joshua, an elementary student with

autism, the example planted the first seed of inquiry leading to me to wonder about how I

might support my students in a similar ways to develop SRL within their contexts. I was

especially interested in how to support students with strategic questioning and also to

scaffold the process through visual supports, prompts, and checklists. I came across Paula
EPSE 598 PROPOSAL 2

Kluths books on how to teach students with ASD in the inclusive classroom and I was

very motivated to continue reading because so much of what the author covers is relevant

to my current teaching context. However, what I find discouraging is the disparity

between best practice as outlined in the literature and what I actually see is happening in

classrooms.

When I started to peruse the literature on SRL and autism, I discovered the Self- Commented [HZ5]: Ill need to widen my search to
include literature on SRL and developmental disabilities
in general. I will add what I find to my references to
Determined Learning Model of Instruction (SDLMI) developed to teach students with include in the blog.

disabilities how to engage in SRL. Lee, Wehmeyer and Shogren (2015) conducted a

meta-analysis of fifteen single-subject research studies examining the efficacy of the

SDLMI as an intervention. They found interventions with SDLMI resulted in

improvements in both academic and functional outcomes. I also found empirical studies

focusing specifically on the effects of the self-regulated strategy development (SRSD)

approach on the story writing ability of children with ASD in the primary grades (Asaro-

Saddler & Saddler, 2010). Commented [DB6]: Great start. These look like terrific
resources to add to the mix, related to your question very
nicely.
Future Directions

I plan to continue exploring the empirical studies that address the development of

SRL in students with ASD. More importantly, I hope to engage with colleagues and peers

in classes to further my inquiry process. I have the opportunity in my workplace context

to collaborate with a Family of Schools leader who has extensive experience as learning

support teacher as well as an autism support worker who also has extensive experience

working with students with ASD. Theoharis and Causton (2014) identify that one of the

most important ingredients of inclusive reform for students with disabilities is the daily

classroom practice of teaching teams consisting of a classroom teacher and a special

EPSE 598 PROPOSAL 3

education teacher. There is at least one classroom teacher in my teaching context who

seems willing and interested in SRL and how it might benefit students with ASD.

Furthermore, I plan on taking EPSE 565I, the Summer Institute on Teaching to Diversity

as well as EPSE 575 and EPSE 565T in the Winter term. My intention is to maintain my

inquiry through engaging in these courses and continue to engage in cycles of inquiry
with feedback from my peers and instructors. I anticipate that this feedback will also be
available through Deborah Butler, my graduate program advisor, whose input promoted
my own self-regulated learning during EPSE 565R.
Of course, I will always be learning from my work with students, especially those
with ASD on my caseload. I know that my experiences with them will impact my inquiry
Commented [HZ7]: I definitely plan to draw from all my
experiences both as a student and as a professional, and
use the blog as an integrative space. It is interesting
because now I am supporting students with
developmental disabilities at one end of the spectrum
and students identified as gifted on the other end. I hope
this space can also help me create a vision for what
support looks like for such diverse learners.
Commented [DB8]: Terrific plan, Helen. This project is
separate from other courses, but an ideal location to
pull together what you are learning in these different
contexts to inform this inquiry too! A great integrative
space, if you see what I mean.

process on multiple levels. I believe that the quality of my teacher-student relationships

will likely determine how motivated I am during my inquiry. I hope to engage other

teachers and education assistants in my inquiry process so that we can keep each other

motivated.

Timeline and Final Product

Thus, I anticipate that if I start my EPSE 598 inquiry this April, I will be able to

submit the final product the following April when Ive finished all my other coursework.

I predict that my participation and learning from Jennifer Katz and Pat Mirenda will

inform my thinking and understanding of how SRL-promoting practices can foster

inclusion in my own teaching contexts. My final product will likely be the spirals of

inquiry blog that Ive already created for EPSE 565R. I would like to be able to integrate Commented [HZ9]: I am thinking that May-June term
next year might give me more time to reflect on the
the work Ive done around my initial inquiry question for EPSE 565R with the work I coursework I take in the Jan-April term. And then I would
enroll in EPSE 590 in the July term?

will soon do for my self-directed inquiry in EPSE 598. Commented [DB10]: Great plan. This sounds very do-
able. We can decide whether to enroll you in 598 in the
Jan-April term, or in the May-June term next year (either
could work).
EPSE 598 PROPOSAL 4

References

Asaro-Saddler, K., & Saddler, B. (2010). Planning instruction and self-regulation

training: Effects on writers with autism spectrum disorders. Exceptional

Children, 77, 107-124.

Brownlie, F., & Schnellert, L. (2009). It's All about Thinking: Collaborating to Support

All Learners - in English, Social Studies, and Humanities. Winnipeg, MB: Portage

& Main Press.

Butler, D. L., Schnellert, L., & Perry, N. E. (2016). Developing self-regulating learners.

Don Mills, ON: Pearson.

Darling-Hummond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K.,

Zimmerman, T. D., Cervetti, G. N., & Tilson, J. L. (2008). Powerful learning:

What we know about teaching for understanding. Jossey-Bass.

Garland, G. (2014). Self-regulation interventions and strategies: Keeping the body, mind

& emotions on task in children with autism, ADHD or sensory disorders. PESI

Publishing & Media.

Kaser, L., & Halbert, J. (2017). The spiral playbook: Leading with an inquiring mindset

in school systems and schools. C21 Canada.

Katz, J. (2013). Resource teachers: A changing role in the three-block model of universal

design for learning. Winnipeg, MB: Portage & Main Press.

Katz, J. (2012). Teaching to diversity: The three-block model of universal design for

learning. Winnipeg, MB: Portage & Main Press.

EPSE 598 PROPOSAL 5

Kluth, P., & Schwarz, P. (2008). Just give him the whale!: 20 ways to use fascinations,

areas of expertise and strengths to support students with autism. Baltimore:

Brookes Publishing Co.

Kluth, P. (2010). You're going to love this kid! Teaching students with autism in the

inclusive classroom. Baltimore: Brookes Publishing Co.

Lee, S. H., Wehmeyer, M. L., & Shogren, K. A. (2015). Effect of instruction with the

self-determined learning model of instruction on students with disabilities: A meta-

analysis. Education and Training in Autism and Developmental Disabilities, 50,

237-247.

Shanker, S. (2013). Calm, alert, and learning: Classroom strategies for self-regulation.

Don Mills, ON: Pearson.