Creating Community and Support Using Native American Values in an Inclusive Third Grade Setting: An Action Research Case Study

Abstract

This action research case study describes the collaboration of five third-grade teachers and a special educator to create a grade block system of support for all students to encourage learning and to meet school-wide and classroom expectations. Three goals guided the development of this integrated system: to create an inclusive caring classroom community, to provide positive behavioral support to all students, and to integrate strong ties and values of the local Native American culture. This article describes classroom and community activities, including class meetings and service learning projects. A case study of Steven, a classmate with EmotionalBehavioral Disorders (EBD) who needed intensive support, is presented. After a functional behavior analysis was conducted, individualized strategies were developed and implemented based on his needs. These included modifying assignments and encouraging peer compliments and positive attention. Results of an AB research design indicated a substantial drop in Steven’s disruptive behavior after the implementation of these individualized interventions. Recommendations for practitioners based on the integrated classroom system are presented. Schools and classrooms are complex social environments where teachers and students work together to intentionally or unintentionally create climates of support or climates of futility for students with and at risk for Emotional-Behavioral Disorders (EBD). There is strong evidence that schools and classrooms that function as supportive democratic communities have positive effects on academic outcomes and on social, emotional, and moral development of students as well (Battistich, 2010). When children with EBD are members of classrooms that foster a sense of community by generating acceptance, support, and belonging, they can thrive. When a sense of community is missing, children with EBD can be alienated and antisocial behavior can be exacerbated (Brendtro, Brokenleg, & Van Bockern, 2002; Smit & LiebenbergSiebrits, 2002). Inclusive classrooms that offer positive classroom climates with a strong sense of community can provide optimal conditions for behavioral support for students with EBD (Hieneman, Dunlap, & Kincaid, 2005; Kennedy & Kennedy, 2004). Being responsive to and integrating student culture is essential for developing a sense of community, improving classroom climate, and supporting students with learning and behavioral disabilities (Bal, Thorius, & Kozleski, 2012). In the third-grade block of a school with a predominately Native American population, teachers with a strong commitment to inclusion developed practices that